embedding employa ility thinking across higher education

Embedding employABILITY thinking across

higher education

Final Report 2020

Curtin University

Professor Dawn Bennett

www.developingemployability.edu.au

http://www.developingemployability.edu.au/

Support for the production of this report has been provided by the Australian Government Department of Education, Skills and Employment. The views expressed in this report do not necessarily reflect the views of the Australian Government Department of Education, Skills and Employment.

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<[email protected]>

2020

ISBN 978-1-76051-981-0 [PDF] ISBN 978-1-76051-985-8 [DOCX] ISBN 978-1-76051-982-7 [PRINT]

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Embedding employABILITY thinking across higher education iii

Acknowledgements

The fellowship is indebted to a great many people:

first, to staff of the former Office for Learning and Teaching (OLT). Fellowships and

grants funded by OLT and its predecessors have returned a significant amount to

higher education and the economic health of Australia. I hope that their return on

investment will be recognised and that this vital investment is reinstated

second, to the many colleagues and students who engaged with workshops, trials of

the self-assessment tool, expert guides, advice and encouragement

third, to the fellowship team and the Australian Learning and Teaching Fellows (ALTF)

advisory group whose interest fuelled two years of activities

fourth, to Lynne Roberts of Curtin University who gave generously of her statistical

expertise and experience

fifth, to Mark Sanders and Kelvin Tamzil at Cognitia, Ray Stone at Finely Sliced and

Rosie Halsmith at To & Fro Studio for their patience and expertise in designing the site,

resources and online profile tool

sixth, to the Higher Education Research and Development Society of Australasia

(HERDSA) for their support of workshops and the faculty development roadshow in

both Hong Kong and Australia. Special thanks go to Anna Kwan and Liz Levin from

HERDSA for their coordination

seventh, to Martin, Emily and Billy, for your understanding of the long hours and many

nights away from home

finally, my thanks go to Pip Munckton. Pip was project manager, designer, problem-

solver, coffee-bringer, tech-support and friend. I couldn’t have done it without you!

http://www.cognitia.biz/

https://finelysliced.com.au/

http://toandfro.studio/

Embedding employABILITY thinking across higher education iv

List of acronyms used

AAEE Australasian Association for Engineering Education

AARE Australian Association for Research in Education

ACDICT The Australian Council of Deans of Information and Communications

Technology

ACEN Australian Collaborative Education Network

CoP Community of Practice

HERDSA Higher Education Research and Development Society of Australasia

ICT Information and Communications Technology

OLT Australian Government Office for Learning and Teaching

WIL Work Integrated Learning

Embedding employABILITY thinking across higher education v

Executive summary

University educated workers are critical to Australia’s economic health, international standing and social wellbeing, but if graduates are to meet their full potential they need to have developed, as students, the ability to find, create and sustain meaningful work across the career lifespan and in multiple contexts. This is employability in the higher education context. The fellowship reported here sought to enable the sector to undertake this development. The employability of 21st-century workers is developed and sustained only through explicit career- and life-long identity and employability work. Because of this, employability is inadequately described by terms such as skill, job and employment. This metacognitive challenge underpins the developmental role of higher education, which is to develop employABILITY thinking: students’ cognitive and social development as capable and informed individuals, professionals and social citizens. EmployABILITY thinking is a strength-based, metacognitive approach to employability development which is delivered within the existing curriculum without additional time, expertise or resources. The approach prompts students to understand why they think the way they think; how to critique and learn the unfamiliar; and how their values, beliefs and assumptions can inform and be informed by their learning, lives and careers. As suggested by its use of capitals, rather than focus on learners’ potential to be employed and directed by others, the approach focusses on learners’ ABILITY to create and sustain meaningful work. This ability is as relevant to workers in traditional, full-time employment with a single employer as it is to workers who combine multiple roles to create portfolios of work. Higher education employability frameworks, policies and initiatives have little impact unless they connect with students, yet most employability development activities are co-curricular and attract the students who need them least. Initiatives within the curriculum tend to be program-wide streams or distinct modules that are separated from the discipline studies in which students want to engage. Only when employability development and career guidance are aligned with disciplinary knowledge, skills and practices will it become core business. Employability development is not yet at the core of the curriculum because it has been poorly defined as the acquisition of generic skills that are developed separately from the core business of learning a discipline. In reality, employability development includes, but extends beyond, discipline skills, knowledge and practices. Properly defined, students are interested in developing their employability because they are interested in developing their futures (see Bennett, 2019). Every student should engage in explicit employability development that creates cognitive links. This can be achieved within the curriculum by helping students to find the relevance between their learning and their expectations for the future.

Embedding employABILITY thinking across higher education vi

The fellowship reported here extended a body of work with a validated socio-cognitive measure known as Literacies for Life (L4L), developed new student resources and educator guides, and delivered faculty and student workshops. A dedicated educator site features dedicated and plain language employABILITY thinking student resources, educator guides and expert guides. Educators can request aggregated cohort-wide data and they can engage with the research, which is ongoing. Activities, research and writing from the fellowship are regularly updated in the EmployABILITY research lab and the Community of Practice. EmployABILITY thinking data are generated through an online self-assessment tool that encompasses the measure. Students use the online tool to create personalised employability profiles, which they can review and revise at any time. The 29-page personalised profile report is a prompt for analysis and action rather than a score card; its 50 embedded resources enable students to be more agentic in their development. Most students engage with the tool as a required reading. They are directed to employability resources at touchpoints such as industry placements, reflective tasks, when working in teams, or when giving and receiving feedback. Examples of touchpoints are included at Appendix N. The fellowship confirmed the critical need for a systematic and inter-institutional approach to employability development. It is my hope that the work begun by the fellowship will help to shift the landscape of higher education policy and practice so that a metacognitive approach to employability development such as employABILITY thinking can become the vital link between the purpose of higher education, graduate outcomes and the future of work. Recommendations arising from the fellowship are summarised below. Students

1. Every higher education student should engage in employABILITY thinking or its

equivalent through scaffolded approaches which develop students’ metacognition.

2. Students should make links between their learning and their futures in every unit.

3. Labels such as Career Development should be replaced with broader conceptions of

student development and with integrated approaches such as Create your Future©.

4. Students should be supported to collect, collate, critique and then articulate evidence

of their personal and professional development throughout their studies.

Faculty and careers professionals

1. In-curriculum approaches such as employABILITY thinking should be employed to

overcome the three ubiquitous challenges for educators: time, resources and

expertise.

2. EmployABILITY thinking or its equivalent should be delivered into the core curriculum

by faculty and careers professionals working in partnership.

3. The development of employABILITY thinking or its equivalent should form part of the

initial professional learning undertaken by every educator.

http://developingemployability.edu.au/

https://developingemployability.edu.au/employability-thinking-research-portfolio/

https://www.linkedin.com/groups/13553226

https://developingemployability.edu.au/wp-content/uploads/2018/05/Developing-EmployABILITY-Report_sample-student.pdf


Embedding employABILITY thinking across higher education vii

Institutions

1. University leadership should adopt a whole-of-institution definition of employability

and create an employability strategy across the curricular and co-curricular space.

2. Institutions should adopt an active approach to employability development that will

develop students as agentic and critical thinkers. Universities should collaborate on

the delivery and resourcing needs of good practice.

3. Universities should extend reward and recognition processes and modify academic

progression to recognise the development of employABILITY within the curriculum.

4. Universities should replace language such as skills, employment and job with more

inclusive and relevant language including capabilities and work. This language should

be consistent across all communication with students.

5. The specific employability needs of students differ across disciplines, socio-economic

background and cultural background. However, institutions are advised to adopt a

generic approach and adapt this in line with learners’ needs.

6. Work integrated learning (WIL) activities must be properly supported to ensure

quality, reflexive and equitable experiences for learners, educators and hosts.

7. Institutions should seek to differentiate themselves through their students’ cognitive

and social development as capable and informed individuals, professionals

and social citizens.

8. Employability development is a lifelong concern. Universities should create

collaborative, whole-of-career professional learning opportunities for alumni. Alumni

could ‘pay for’ these opportunities with money, service, mentorship, student

placements and/or advisory board membership, creating reciprocal benefits.

Rankings and metrics

1. Given the economic and social benefits of higher education, consideration could be

given to reducing the impact of research-based rankings exercises in favour of the

sector’s social and economic compacts.

2. Graduate metrics could be designed to create accurate and longitudinal accounts of

graduates’ work and social impact, drawing on multiple data sources, including

taxation data and avoiding metrics that measure a single employment.

Embedding employABILITY thinking across higher education viii

Table of contents

Acknowledgements ......................................................................................................... iii

List of acronyms used ...................................................................................................... iv

Executive summary .......................................................................................................... v

Tables and figures ............................................................................................................ x

Chapter 1: Introduction .................................................................................................... 1

1.1 Approach and aims ............................................................................................................. 1

1.2 The Australian Government’s priorities in higher education ................................................ 3

1.3 The fellowship community .................................................................................................. 3

Higher education scholars ............................................................................................................................. 4

Scholars who have embedded employABILITY thinking ................................................................................ 5

1.4 Glossary of key terms ......................................................................................................... 5

Chapter 2: Developing EmployABILITY thinking ................................................................. 6

2.1 Overview of the Developing EmployABILITY Initiative ......................................................... 6

2.2 Why is ABILITY capitalised? ................................................................................................. 6

2.3 The Literacies for Life (L4L) model ....................................................................................... 7

2.4 The developing EmployABILITY student starter kit ............................................................... 8

2.5 The employABILITY profile tool ........................................................................................... 9

2.6 EmployABILITY personalised profile report ........................................................................ 10

2.7 The employABILITY process for educators ......................................................................... 10

2.8 Ethical and research considerations .................................................................................. 12

2.9 Expert guides ................................................................................................................... 12

Chapter 3: Impact and dissemination .............................................................................. 13

3.1 Online engagement .......................................................................................................... 15

3.2 The developing EmployABILITY educator community ........................................................ 15

3.3 Student website ............................................................................................................... 16

3.4 Impact from workshops, residencies and events ............................................................... 18

3.5 Project impact .................................................................................................................. 20

Chapter 4 Recommendations .......................................................................................... 22

References ..................................................................................................................... 24

Appendix A: Certification by Deputy Vice-Chancellor ...................................................... 25

Appendix B: Fellowship workshops and presentations .................................................... 26

Embedding employABILITY thinking across higher education ix

Appendix C: Articles in associated newsletters and blogs ................................................ 35

Appendix D: Publications and presentations during the Fellowship period ...................... 36

Appendix E: Participating institutions and organisations ................................................. 45

Appendix F: Flyer for educators ...................................................................................... 54

Appendix G: Workshop flyer for educators ..................................................................... 56

Appendix H: Expert Guide ............................................................................................... 58

Appendix I: Workshop flyer for students ......................................................................... 59

Appendix J: HERDSA ROADSHOW HK Flyer ...................................................................... 60

Appendix K: Website screenshots ................................................................................... 61

Appendix L: Article in HERDSA news ............................................................................... 62

Appendix M: Online fellowship engagement ................................................................... 63

Appendix N: EmployABILITY touchpoints ........................................................................ 65

Appendix O: Evaluation .................................................................................................. 71

Embedding employABILITY thinking across higher education x

Tables and figures

Tables

Table 1: Scholars who have embedded employability thinking ................................................ 5

Table 2: Fellowship deliverables for each phase ..................................................................... 13

Table 3: Revised fellowship impact plan .................................................................................. 20

Table 4: Fellowship workshops and presentations from January 2017 to April 2018 ............ 26

Table 5: Articles in associated newsletters and blogs ............................................................. 35

Table 6: Participating institutions and organisations (roadshow only) ................................... 45

Table 7: Online fellowship engagement .................................................................................. 63

Figures

Figure 1: Model of Identity Focused Learning (IFL) (Bennett, 2013, revised 2015) .................. 2

Figure 2: The two sides of employability ................................................................................... 7

Figure 3: Literacies for Life model as presented within the student profile reports ................ 8

Figure 4: Cyclical process and screenshots for the EmployABILITY student starter kit............. 9

Figure 5: The educator flyer ..................................................................................................... 10

Figure 6: Pages from the personalised profile report .............................................................. 11

Figure 7: Educator site website lifetime statistics (Google Analytics July 2018) ..................... 16

Figure 8: LinkedIn screenshot of Developing EmployABILITY CoP, July 2018 ......................... 17

Figure 9: Student site website lifetime statistics (Google Analytics July 2018) ...................... 17

Embedding employABILITY thinking across higher education 1

Chapter 1: Introduction

Although employability has received significant international attention over recent years, much of this attention has focused on the crude measurement of economic (employment) outcomes. At the same time, the labour market has shifted such that the number of part-time, casual and multiple job-holding workers has never been higher. It is unsurprising that graduates from both generalist and professional programs take longer to become established. The ability of graduates to make economic and societal contributions depends largely on the extent to which they prepared themselves for this complexity during their studies. Graduate employability in the 21st century, then, relates to the ability to find, create and sustain meaningful work across the career lifespan and in multiple contexts. Employability is developed and sustained through explicit, career-long and lifelong identity and employability work. The employability role of higher education is to foster students’ development as capable and informed individuals, professionals and social citizens. This is defined as employABILITY thinking.

The fellowship’s definition of employability reflects a labour market in which the nature and drivers of work are transforming and workers are increasingly mobile, meaning that identity work and employability work are necessary across the career lifespan (Knight & Yorke, 2004). The educational goals of the fellowship related to developing graduates’ abilities to traverse multiple transitions by developing personal epistemologies of practice: ‘the means by which individuals exercise their agency in construing and constructing the knowledge afforded them’ (Billett, 2011, p. 139). The tools and strategies that underpinned the fellowship were developed over some 22 years of research and practice. Drawing on these, the fellowship community led a program of change by creating and enacting a process for embedding employability development across higher education. In collaboration with its community of experts, included careers practitioners, the fellowship extended the sector’s capacity to prepare graduates who are active and intentional in their development.

1.1 Approach and aims

The overarching goal of the fellowship was to enable and embed employABILITY thinking in the curriculum. To do this, the team sought to overcome the challenges expressed by educators; these included outdated industry knowledge, overcrowded curricula, modularised models of delivery, research-focused key performance indicators and ranking systems, casualisation, and the focus on employment outcomes rather than the metacognitive and social development of students. Identity is central to developing employability, yet it is rarely acknowledged as a core component of higher education. The fellowship employed an Identity Focused Learning (IFL) model (Bennett, 2013) to develop pedagogical strategies that recognise a positive and informed sense of self. This is pertinent because students who believe they have skills in a specific domain perform better, expect more, pay greater attention and stay on task. Educators recognise these as factors that underpin the extended learner effort needed to develop complex knowledge and skills (Billett, 2009) through a process of meaning making.

“Employability is the ability to find, create and

sustain meaningful work across the career lifespan and in multiple contexts.”


The work focused on a future-oriented epistemology of practice where possible future selves are internalised through effortful engagement with knowledge (including distributed learning) and action (experiential learning). Initiatives such as these establish habits and practices that support the ongoing development needed to sustain employability in the longer term. Illustrated at Figure 1, the pedagogical approaches drew on the IFL model to innovate from a process of individual transformation (in black/grey lines, Vygotsky, 1978) to situating salient identity as a social construction. Highlighting Engeström’s (2000) addition of community, rules and the division of labour, the dotted lines in Figure 1 represent the construction of identity through interaction with others. Vigotsky’s ‘tools’ are redefined as the learning experience, the ‘object’ as a program of study, the ‘community’ as a community of practice, and the ‘rules’ as the conventions of learning and work. Consistent with the emphasis on explicit, career- and lifelong identity work and employability work, transition is not restricted to the path between object and outcome. The placement of identity at the core of the model emphasises the role of students as active agents in their learning.

Figure 1: Model of Identity Focused Learning (IFL) (Bennett, 2013, revised 2015)

The fellowship’s teaching materials and processes were underpinned by an Employability Development Framework (Bennett, Richardson, & MacKinnon, 2016) that adopts the principle of action research—plan, act, observe, reflect—to help educators meet the needs of students and maximise opportunities for active and explicit engagement. Drawing on the expertise of the team and using the framework, extant and new materials were refined and extended, and new materials developed, to ensure a collaborative, open-access resource for the sector. Given that the fellowship’s data collection and analysis were cyclical, action research likewise underpinned the fellowship’s scholarly activities including the development of the process framework and validated measure. This necessitated a constant comparative analytical scheme to enable iterative development of the theoretical and practical outcomes from each of the fellowship’s five phases. Participating students received a consent and information form and chose whether or not to include their anonymised responses in the research database (see Section 2.8). The fellowship database is hosted securely and all personal details are removed prior to analysis. The fellowship objectives were addressed through a staged program of change that explored and reported each aim independently. Each phase had distinct aims, activities and outcomes.

Phase 1 created a comprehensive account of approaches to developing employability. From

this, we developed and trialled an initial set of principles and approaches.

https://student.developingemployability.edu.au/wp-content/uploads/2019/03/EmployABILITY_online-info-sheet-and-consent-form.pdf


Phase 2 completed and evaluated the music and engineering cases, activated the online

community, engaged external stakeholders and commenced our engagement.

Phase 3 implemented, evaluated and refined the tools and materials with academics across

disciplines, resulting in a draft framework and guidelines.

Phase 4 embedded employability across priority programs and refined the principles and

approaches to support the development of employability across higher education.

Phase 5 (post-funding) will publish the findings and outline further research, reported in the

ResearchGate Research Laboratory and on the LinkedIn Community of Practice.

1.2 The Australian Government’s priorities in higher education

Despite the increasing prevalence of complex careers across the labour market and their centrality to economic reform, there are major gaps in understanding how they operate, how they can be supported, and how students can be prepared for them. These gaps mean that the formation and implementation of effective employability development remains well behind its potential. Taking into account policy and funding changes over the research period, our work was underpinned by Australia’s Transforming Australian Higher Education agenda in ensuring ‘high-quality institutions and a diverse, adaptable and highly skilled workforce’ (Commonwealth of Australia, 2013, p. 31). The fellowship recognised the needs of the entrepreneurial and innovative knowledge economy and its associated human capital, which provide a unique and important perspective on how to prepare graduates for a rapidly changing world (Reid, Abrandt Dahlgren, Dahlgren, & Petocz, 2011). The team was mindful of student diversity and the precarious nature of the labour market. Both these factors have the potential to negatively impact the alignment of learner identity, career preview and goals, and the perceived relevance of learning to learners’ future lives and work. Here, the fellowship had particular relevance to the 2015 Higher Education Standards Framework and specifically to the second, third and fifth Domains (learning environment, teaching, and institutional quality assurance).

1.3 The fellowship community

Between 1992 and 2016, Australian Fellowships Programs supported 116 leading educators to undertake strategic, high-level activities in areas of importance to the higher education sector. The Australian Learning and Teaching Fellowship (ALTF) national network was central to the fellowship reported here. Advisory group members and their contributions to the fellowship are as follows:

Stephen Billett (Griffith): curricular and pedagogic practices that enable change

Ruth Bridgstock (UniSA/Griffith): enabling and evidencing digital career capabilities

Trevor Cullen (ECU): inter-institutional measurement of graduate capabilities

Marina Harvey (UNSW): engaging sessional staff

Amanda Henderson (Griffith): governance frameworks that support employability

Romy Lawson (Murdoch): leading curricular change

Margaret Lloyd (QUT): whole-of-course/program design

Beverley Oliver (Deakin): program-wide change for employability




Joe Shapter (Flinders): high-level engagement of staff and students

Jessica Vanderlelie (La Trobe): evidencing the graduate experience

Jason West (Bond): micro credentials and learning design

Phase I of the fellowship engaged with music and engineering clusters, paving the way for sector-wide engagement in phase II. The collaborators had previously completed studies with ~1500 students in music, for whom future work is often complex and undefined, and with ~4000 students in engineering for whom early, informed career study choices are vital. Despite these contrasting disciplines the research had revealed striking similarities in students’ thinking about career, learning and practice; self-concept and self-efficacy; and identity development. The similarities confirmed the potential value of this research for informing future-oriented approaches across higher education. The fellowship engaged scholars at the forefront of educational research, scholarship and innovation. Established networks provided substantial support, and residencies and workshops with collaborators were a feature of engagement at each phase. The residencies combined to form an international study program complemented by co-located conferences, workshops and other engagement. A crucial aspect of the fellowship was working in partnership with careers professionals. Careers professionals and academic staff are referred to as ‘educators’ throughout the report. Scholars who embedded employABILITY thinking during the fellowship period are listed at Table 1.

Higher education scholars

Pamela Burnard, Cambridge University, England

Gemma Carey, Queensland Conservatorium, Griffith University

Jo Coldwell, Deakin University

Carol Evans, Southampton University

Sonia Ferns, Dr Julie Howell and Professor Marian Tye, Curtin University

Helena Gaunt, Guildhall School of Music and Drama, England

Amanda Henderson, Griffith University

Sophie Hennekam, ESC La Rochelle School of Business, France

Margaret Jollands, RMIT

Elizabeth Knight, Monash University

Romy Lawson, Murdoch University

David Lowe and Keith Willey, The University of Sydney

Sally Male, The University of Western Australia

Gary McPherson, Melbourne Conservatorium of Music

Anna Reid and Jennifer Rowley, Sydney Conservatorium of Music

Heidi Westerlund, Sibelius Academy, University of the Arts, Finland


Scholars who have embedded employABILITY thinking

Table 1: Scholars who have embedded employability thinking

Discipline Scholars Institution

Architecture and planning

Robyn Creagh Isaac Middle

Curtin University

Arts Andrew Johnson Monash University

Business Colin Jevons and Sophie Lindsay Monash University

Common core Wayne Errington The University of Adelaide

Engineering Candace Lang Macquarie University

Nicoleta Maynard Curtin University

PJ Radcliffe and Lisa Williams RMIT

ICT Sophie McKenzie Deakin University

Music Sally Macarthur Western Sydney University Veera Hiltunen Sibelius Academy Karen Burland Leeds University Christopher Coady, Jennifer

Rowley and Ian Whitney Sydney Conservatorium of Music, The University of Sydney

Pharmacy Brooke Sanderson Curtin University

Psychology Simon Bedford, Kenton Bell and Steven Roodenrys

University of Wollongong

Speech pathology Denise Robinson Curtin University

Teacher education Rachel Sheffield Curtin University

Writing Rachel Robertson Curtin University

1.4 Glossary of key terms

Developing EmployABILITY Initiative: The Developing EmployABILITY Initiative is a program of research and scholarship led by Professor Dawn Bennett from Curtin University, Australia.

EmployABILITY: The ability to find, create and sustain meaningful work across the career lifespan and in multiple contexts.

EmployABILITY thinking: Students’ cognitive and social development as capable and informed individuals, professionals and social citizens.

Literacies for Life model: The Literacies for Life (L4L) model is a validated measure of the social cognitive dimensions of career and identity development. The model was developed by Dawn Bennett. The six literacies combine to help people make informed life and career decisions that align with their personal and societal values and goals.

Metacognition is literally ‘thinking about thinking’. Metacognition is crucial to successful learning because it involves critical awareness self-regulation and self-reflection: the processes needed to design, monitor and evaluate personal understanding and performance (see Flavell, 1976).


Chapter 2: Developing EmployABILITY thinking

2.1 Overview of the Developing EmployABILITY Initiative

The Developing EmployABILITY Initiative is a program of research and scholarship led by Professor Dawn Bennett from Curtin University in Perth, Western Australia. The initiative involves 28 higher education institutions and over 1200 scholars internationally; the self-reflection tool, profile reports, educator guides, expert guides and student resources are available without charge to all educators and students using a Creative Commons license. The initiative’s focus is the development of employABILITY thinking within higher education. EmployABILITY is defined as a metacognitive capability: the ability to find, create and sustain meaningful work and learning across the career lifespan and in multiple contexts. Students need to learn how to learn and practise this ability independently before they graduate. As a metacognitive approach, employABILITY thinking aligns employability with both the purpose of higher education and the future of work. EmployABILITY thinking engages students in their cognitive and social development as capable and informed individuals, professionals and social citizens. It prompts students to understand why they think the way they think, how to critique and learn the unfamiliar, and how their values, beliefs and assumptions can inform and be informed by their learning, lives and careers.EmployABILITY thinking engages students as partners in their development. The student resources and profile tool are formative. In contrast to the multiple student surveys from which students derive no meaningful learning gain, the profile tool provides students a ‘net gain’ in the form of a comprehensive, personalised report and self-directed resources (see Figure 4). Engagement occurs largely through a student website, educator website and online community of practice. The educator website and LinkedIn community provide support for educators who embed employABILITY thinking into the curriculum. Through the website, educators access student resources and corresponding educator guides. The EmployABILITY student website and student starter kit afford students the agency to develop their employABILITY thinking at their own pace. The student site also houses the resources to which educators direct students within the curriculum.

2.2 Why is ABILITY capitalised?

The derivation of career comes is the Latin term carraria via, meaning ‘carriage road’. The word career was first used in a job-related context by Arthur Wellesley, the Duke of Wellington, in 1803. Wellington is best remembered for wellington boots and defeating Napoleon at the Battle of Waterloo. After that, he became the British Prime Minister; he is a great example of a protean careerist! In employABILITY thinking, career is positioned as the carriage: the vehicle from which one directs a life journey. Career is not limited to a job, money, prestige, appearance or a destination. Rather than plan a career, students are encouraged to use employABILITY thinking to direct their future lives, work and learning. As such, the composite word is split into its component parts as shown at Error! Reference source not found..


Figure 2: The two sides of employability

2.3 The Literacies for Life (L4L) model

The Literacies for Life (L4L) model is a validated measure developed during the fellowship and validated in 2018. By developing metacognitive knowledge, regulation and experiences, the six literacies present a framework through which learners can begin to make informed life and career decisions that align with their personal and societal values and goals. EmployABILITY thinking engages students as partners in their development. The measure underpinning the self-assessment tool, resources and profile reports is grounded in social cognitive theory and incorporates the following broad aspects of employability:

self-management and decision-making relative to self and career (Lent, Ezeofor, Morrison,

Penn, & Ireland, 2017)

self-efficacy and academic self-efficacy (Bandura, 1993; Byrne et al., 2014)

self-esteem (Rosenberg, 1965)

identity construction relating to academic and future work (Mancini et al., 2015)

person-centred self and employability, citizen-self (Coetzee, 2014)

emotional intelligence (Brackett & Mayer, 2003)

the self-assessment of learner and graduate skills and attributes (Coetzee, 2014; Smith,

Ferns & Russell, 2014).

Students view the model as six, inter-related jigsaw pieces summarised at Figure 3.

https://student.developingemployability.edu.au/literacies-for-life/


Figure 3: Literacies for Life model as presented within the student profile reports

2.4 The developing EmployABILITY student starter kit

The starter kit, so-named by students involved in its design and trial, was designed to give students more agency in their development of employability and employABILITY thinking. The resources are appropriate for just-in-time learning, educator-led engagement and targeted development. Students first create an employABILITY profile using the online self-assessment tool. This produces a 29-page individualised report with embedded resources. Each student resource and educator guide has been reviewed, theorised, trialled and refined before upload; this process typically takes between six and 12 months.


2.5 The employABILITY profile tool

Students begin by creating a personalised EmployABILITY profile using the online EmployABILITY self-assessment tool. On completion, they download their PDF profile report to their email. An important aspect of employABILITY thinking is its fluidity. Students learn that their report is a ‘snapshot’ of their thinking and confidence. They are advised to use the report as a prompt for analysis and action, rather than as a score card. As a formative device, students are encouraged to review, create and retrieve reports whenever they feel it will be useful to their thinking and development. Many resources are included in the profile report as embedded links. Each resource has an associated guide for educators on the educator website.

Figure 4: Cyclical process and screenshots for the EmployABILITY student starter kit

https://student.developingemployability.edu.au/employability-self-assessment-tool/

https://student.developingemployability.edu.au/employability-self-assessment-tool/


EmployABILITY thinking uses a six-step process (Figure 5) and the student-facing L4L model to engage students in the development of their future lives and work. The measure underpinning the self-assessment tool is grounded in social cognitive theory.

Figure 5: The educator flyer

2.6 EmployABILITY personalised profile report

The personalised profile guides students through their responses to the six Literacies for Life, which combine to enhance employability. The profile report features reflective activities and links to multiple student resources via question-mark hyperlinks. A PDF sample of the full report can be found here.

2.7 The employABILITY process for educators

EmployABILITY thinking is active and explicit, and it needs to create cognitive links. The approach is delivered in partnership by academics and careers professionals. EmployABILITY thinking demands the explicit engagement of faculty and students within the existing curriculum. To achieve this, a key fellowship challenge was to overcome three ubiquitous challenges for educators. First, educators cite a lack of time due to overcrowded curricula, content-heavy programs and the perception that embedding employability requires them to do more. EmployABILITY thinking overcomes this challenge by doing things differently rather than doing more. Second, educators refer to a lack of resources in that to embed employability they need to develop appropriate teaching resources and understand the theoretical basis of that work. The third and related challenge is lack of expertise. Few educators are career coaches or careers professionals. Here, careers professionals engage as partners in an integrated approach. These challenges highlight the need for a systematic and inter-institutional approach to realising sustainable change in both higher education thinking and practice.



Figure 6: Pages from the personalised profile report

A crucial aspect of employABILITY thinking in higher education is the partnership with careers professionals, who have welcomed opportunities to apply more of their expertise within curriculum. Throughout the fellowship, careers professionals lamented the extensive time spent with final-semester students in ‘panic mode’ and with the students who need them least: students who are already proactive in their career development learning. The online student starter kit, featuring the employability profile tool and developmental resources, was a significant attempt to create a greater partnership between career development learning and the core curriculum. The resources were adapted for use in all disciplines and the process, outlined at Figure 4, was trialled in 2017 and launched in conjunction with a LinkedIn CoP in 2018. Developed by educators, for educators, the resources are uploaded to a learning management system or downloaded for printing. Students begin by creating a personalised profile report using the self-assessment tool, which is compatible with mobile devices. The report includes numerous resources with which students can bolster their development. The tool and resources can be integrated in multiple ways, for example:

include them as a required reading. In the case of the profile tool, ask students to upload

the front page to show that they have completed the task

integrate them into an assessment task: for example, use a critical reflection resource to

scaffold reflection before and after a work placement

integrate them into class activities: for example, use a teamwork or feedback resource to

help students manage their team-based assignment

set aside up to 20 minutes for students to create their career profiles in class and follow

this with a discussion about their aspirations for the future

align the tool and resources with activities run by the Careers Centre.


The engagement of faculty begins with a challenge to consider three questions:

1. How might you engage students in employABILITY thinking ‘next week’, without additional

time and effort?

2. At what point might employABILITY thinking be embedded program-wide?

3. How might the data be utilised to enhance teaching and learning, SoTL and research

opportunities, and curricular development?

This staged approach has been effective in engaging academics and building capacity. It has also demonstrated the marked difference in learner engagement once leaners begin to exercise their agency and take responsibility for their development. Critically, the focus on metacognition has bridged the divide between a skills-based approach to employability development, which many educators consider to be beyond their discipline role, and a cognitive approach to learner development that sits at the centre of a student’s learning journey.

2.8 Ethical and research considerations

The fellowship was approved by the Curtin University Human Research Ethics Committee (HREC) (number HRE2017-0125). Students choose whether or not to include their anonymised responses in a research database. The database is hosted securely and all institutional, program and personal details are removed prior to analysis. The consent and information form can be accessed via the website. Educators who embed employABILITY thinking can request a cohort-wide profile report together with visual summaries. These are powerful tools for use in student discussions and workshops. Educators who are interested in the research are encouraged to make contact as this will be a focus of participating scholars for many years to come. To facilitate further engagement post-fellowship, three faculty development workshops were recorded. An example from Swinburne University is included here.

2.9 Expert guides

To enhance the sustainability of the fellowship work, eight participating scholars developed expert guides relating to their expertise. The expert guides are short reference documents which include ‘top tips’, ‘things to avoid’, and links to further reading. The guides are written for educators and institutional leaders and they are featured on the Developing EmployABILITY educator website. The expert guide written by Jessica Vanderlelie is included as Appendix H.

1. Jo Coldwell-Neilson Embedding digital literacy to enhance employABILITY thinking

2. Trevor Cullen: Capstone units facilitating the transition from university to employability

3. Marina Harvey: Sessional staff and embedding employABILITY thinking

4. Amanda Henderson: Engaging students to optimise practice-based learning

5. Romy Lawson: Curriculum design and employability thinking

6. Nicolette lee: Capstones and employABILITY thinking

7. Margaret Lloyd: Embedding and sustaining employABILITY through whole-of-program

change

8. Jessica Vanderlelie: Engaging alumni for student employability.

https://commons.swinburne.edu.au/items/433a7b8d-542f-46bd-a018-8efe2dc9bfa4/1/


Chapter 3: Impact and dissemination

Findings were disseminated throughout the fellowship through newsletters, reviews and stakeholder communication. The fellowship developed two websites and an online community, educator guides, student resources, newsletters, aggregated data for collaborators, and expert guides. Some events were digitised for enhanced engagement (see Table 2). A table of articles in associated newsletters and blogs written can be found at Appendix C. Table 2: Fellowship deliverables for each phase

Deliverables

Phase 1

Initial set of workshop instruments and teaching materials

Employability development stream at the HERDSA conference

Draft measure for employability development

Institutional ‘champions’ at each participating institution

Educator website including initial materials for trial discussion

Developing employABILITY: Whose responsibility is it? Keynote address presented at

Defining Teaching Excellence within the Disciplines. First World Summit of the

International Federation of national Teaching Fellows. Birmingham, UK

Breaking open WIL: Preparing students for 2020 and beyond. Keynote address for WIL

2020: Pushing the boundaries. 2016 National Conference of the Australian Collaborative

Education Network. Macquarie University, Sydney

Phase 2

Newsletters established

Website and online community established and active

Student website including initial materials for trial discussion

Revised workshop tools and teaching materials

Residency 1 with Associate Professor Karen Burland at Leeds University

Community of music and engineering academics

Teaching students to think: Embedding employability across the curriculum. 41st Western

Australian Teaching and Learning Forum. Curtin University, Perth

Employability upside-down. Plenary speaker at Preparing students for the global

workplace. ASET Annual Conference 2017. Kent University

Global Perspectives Panel member, Preparing students for the global workplace. ASET

Annual Conference 2017. Coventry, Kent University

The science of performance careers: A lifespan view of employability in music.

International symposium convened for the International Symposium on Performance

Science. Iceland: Reykjavík

EmployABILITY. Guest lecture for final-year business students, Monash University,

Melbourne


Deliverables

Expert stream on employability, co-convened for the 2017 Research and Development in

Higher Education national conference, Sydney

Cross-cultural stories of impact: International panel member. Network of Music Career

Development Officers National Conference. Los Angeles: The Colburn School of Music

Engaging reluctant teachers and students in career thinking. Teaching demonstration

given at the Network of Music Career Development Officers National Conference. Los

Angeles: The Colburn School of Music.

Life, career and music. Invited lecture for students and faculty at the School of Music,

Leeds University. Leeds, UK

Residency and visiting professorship with University of the Arts, Helsinki (with Professor

Heidi Westerlund)

Studia Generalia Lecture, Center for Educational Research and Academic Development in

the Arts. Helsinki, University of the Arts

Plenary address for the Australian Deans of ICT national forum. What is employability in

ICT, and how can it be developed? Melbourne University

Phase 3

Online self-assessment tool developed and trialled with engineering students and

academics

Initial factor analysis (255 cases)

The protean musician: Concept, research, consequences. Keynote address at The

protean musician: Joint Research Centres Conference. Norwegian Academy of Music,

Oslo

ALTF Student Success blog article on embedding employABILITY

Article and presentation for the Australasian Association for Engineering Education

(AAEE) conference, Sydney

Revised set of student resources and educator guides

Initial framework and guidelines for embedding employability development

Developing workforce capacity in pre-service teachers: Examining present and possible

future selves. Presented with Dr Susan Blackley and Dr Rachel Sheffield at the 2017

Higher Education Research and Development in Higher Education national conference,

Sydney

Employability in a global context: Learnings for Australian practice. Presented with K. Bell

at the 2017 Higher Education Research and Development in Higher Education national

conference, Sydney

Using a makerspace approach: An opportunity for developing undergraduate students’

reflective practice and professional identity. With S. Blackley & R. Sheffield at 2017

Higher Education Research and Development in Higher Education national conference,

Sydney

https://youtu.be/3IxOiZzAxvs

https://altf.org/student-success-blog/why-higher-education-and-employability-thinking-go-hand-in-hand/


Deliverables

Phase 4

Residency 2 with Karen Burland at Leeds University

Residency with Carol Evans at Southampton University

Employability development extended to multiple disciplines

Residency and symposium at Sydney Conservatorium of Music

Embedding employability as metacognition. Workshops delivered for the Curtin

University 2017 Festival of Learning and for the Curtin Business School. Perth, Curtin

University

Second round of factor analysis (618 cases)

Developing employability as metacognition from semester 1: A workshop on how!

Workshop for the WA Learning and Teaching Forum (Fremantle, Notre Dame University)

Phase 5

Final factor analysis (2500 cases)

Final educator and student toolkits, guides and resources

Website and materials revised according to user feedback

Framework and guidelines for embedding employability development

Expert guides from fellowship team and advisory group members

Hong Kong roadshow on developing EmployABILITY

Developing employABILITY thinking as metacognition: Opportunities for learning,

teaching and research. National roadshow hosted by the Higher Education Research and

Development Society of Australasia (HERDSA): Perth (Curtin, ECU, WAAPA); Adelaide

(UniSA); Launceston (UTAS); Melbourne (Monash); Sydney (Macquarie, USyd; UNSW);

Brisbane (QUT); Sunshine Coast (USC); Townsville (JCU)

Create your Future student workshops delivered to students and faculty at Monash

University, Western Sydney University, Curtin University and The Sydney Conservatorium

of Music

3.1 Online engagement

The fellowship developed branding, marketing, communication and social media strategies. Online engagement is included as Appendix M and discussed in the following section. Marketing material for the initiative was developed to communicate to both educators (see Appendix F and Appendix G) and students (See Appendix I).

3.2 The developing EmployABILITY educator community

The EmployABILITY educator website enables educators to access resources and publications. The site was launched in April, 2017 and had attracted 5579 visitors by July 20, 2018 (Figure). Many educators engage in a LinkedIn CoP (Figure), which had 743 group members in July, 2018.


Figure 7: Educator site website lifetime statistics (Google Analytics July 2018)

The LinkedIn CoP was developed in consultation with expert and fellowship team member Dr Jacquie McDonald. The CoP features weekly posts on employABILITY thinking, which in semester 1 2018 guided members through the process of implementing the approach. Members pose and resolve questions, share ideas and resources, and present feedback on their experiences with employABILITY thinking. In July 2018 the community was averaging one new member each day.

3.3 Student website

The student website was launched in June 2017. On July 20, 2018, the site had 8566 users (Figure) and 4106 students had created employability profiles using the online self-assessment tool. The analytics reveal considerable engagement in just-in-time learning, with practical resources such as writing a cover letter gaining in popularity towards the end of the academic year. The analytics also reveal the engagement of many postgraduate students and graduate professionals, signalling the need for a modified tool and resources for these cohorts. Images of the student website can be found at Appendix K.


Figure 8: LinkedIn screenshot of Developing EmployABILITY CoP, July 2018

Figure 9: Student site website lifetime statistics (Google Analytics July 2018)


3.4 Impact from workshops, residencies and events

The fellowship included 11 institutional meetings, 26 educator workshops, nine student workshops and 15 lectures/conference presentations. These were attended by 1443 academic and professional staff and 464 students. Many thousands of students are now engaging with the student resources and a number of programs have embedded the approach (see Appendix E). Reports and articles from these programs will appear from 2019. A table detailing events and attendees can be found at Appendix B.

Student workshops Nine student workshops were delivered during the course of the fellowship. Student workshops were attended by the students’ lecturers, tutors, careers professionals and course coordinators, ensuring that faculty development and engagement was developed alongside that of students. The student feedback was very positive, as seen in the example below.

Dear Dawn,

I just wanted to thank you for coming in today to run that workshop with us on becoming more employable. I found it genuine helpful and learnt a lot from it/ It’s also taught me that I’ve got a lot more to go when it comes down to preparing myself for work next year, but you’ve given me tips and the confidence to face that mountain!

Email from student at Curtin University (Speech Pathology)

National HERDSA Roadshow

The fellowship featured a partnership with HERDSA to present a roadshow of employABILITY thinking workshops. Colleagues in Hong Kong and around Australia engaged in the two-hour workshops and one-hour drop-in sessions. Participants experienced employABILITY thinking for themselves, trialled some of the resources, learned about the theoretical and policy drivers and then mapped unit (course/module) outlines to identify employABILITY thinking touchpoints. Combined, the workshops engaged some 369 academic and professional staff. Additional workshops were provided for student cohorts who had already created employABILITY profiles with fellowship partners. The workshops gave students opportunities to consider their cohort-wide responses and created an additional professional learning experience for faculty. They also created opportunities for student and educator feedback. Again, the reception was very positive. The most surprising aspect of the process voiced by educators was that it is achievable within their existing classes and does not add to existing workloads (see example below).

Dear Dawn,

Thank you so much for sharing your passion, wisdom and experiences with us today. It was a brilliant presentation that engaged and motivated our staff to apply your work in their educational practice. Your research is making such a difference to the landscape of higher education and it was a pleasure to host you in Townsville.

Cheers,

Kerry Russo, Associate Dean, Learning and Teaching


Hong Kong HERDSA Roadshow

Workshops on Enhancing EmployABILITY and a session on critical reflection were presented at The Chinese University of Hong Kong, The Hong Kong University of Science and Technology, The University of Hong Kong, Hong Kong Baptist University and The Hong Kong Polytechnic University. The flyer for these workshops can be found at Appendix J.

“Colleagues reported that the Roadshow has inspired them to think more about linking their

work to equipping students’ employability. They appreciated the explicit examples of different

disciplines and actual examples of how “small things” can be done to arouse student

awareness within the curriculum. The rich resources developed for students and instructors

were particularly admirable”

Dr Anna Kwan

Approximately 200 colleagues from the eight universities and other higher education institutions attended the Hong Kong (HK) EmployABILITY thinking roadshow in March 2018. The roadshow was described by HERDSA HK executives as ‘a huge success’. According to HERDSA’s Hong Kong president, Dr Anna Kwan:

Dear Dawn,

We are so grateful to you for bringing us an extremely enlightening HERDSA 2018 Roadshow. We have learned a great deal from your workshop, sharing and conversations. EmployABILITY is a very important topic which calls for concerted efforts from colleagues of different departments/universities to work with students. Your workshops and sharing have certainly made us think more seriously about how to overcome the existing barriers.

Dawn, it has been my great pleasure to travel around with you. I felt very lucky since I had the opportunity to join the workshop with colleagues in different universities and was able to interact with them in the discussion.

We really treasure your Roadshow to Hong Kong. We look forward to working with you again in the future.

Have a very safe and happy journey!

Anna Kwan

Following the Hong Kong roadshow, a Hong Kong consortium on employability thinking across the common core was proposed by Professor Gray Lindgren. It is hoped that this will engage students at eight Hong Kong universities from 2019. Thanks go to the HERDSA executive and hosting colleagues for making the roadshow possible.


3.5 Project impact

Table 3: Revised fellowship impact plan

Impact at completion Anticipated changes at 6, 12- and 24-months post-completion

Completion 6 months post-completion

12 months post-completion


Te

am m

em

be

rs

Clear strategies to embed employability thinking (ET

Networks enable new face-to-face and online collaboration

Greater experience in engaging staff

Extension of partnerships in institutions and disciplines

Recognition of learning through invitations and awards

Greater international reputation

Publications

ET embedded in double the programs

New opportunities for team members

Expertise leads to new projects, particularly for equity groups

ET integrated into core learning for new academics

Discipline peak bodies adopt the framework

ET embedded in four times the number of programs

More new academics research their ET practices

Imm

ed

iate

stu

de

nts

Students better able to relate their learning to their developing identities

More students engage with ET thinking about self and career

Students share their ET experiences;

Students become involved as participant researchers in longitudinal research

Students mentor peers while developing ET through industry experience, on-campus learning and reflexive practice

Graduates mentor students

Students in multiple disciplines develop and evidence employability

Sp

read

ing

the

wo

rd

Online resources support robust ET curriculum planning

Industry/academic colleagues engage

ET expanded through mentors, workshops, papers, resources and reputation

Resources/process promoted internationally

Broader awareness from conferences and workshops

Articles report from multiple sites and disciplines;

PD delivered through industry and pre-conference workshops

Institutional interest leads to whole-of-program reforms

Advocates increase as impact is realised

Student, academic, discipline networks advocate for ET

Resources promote and inform quality ET

Resources adopted and refined by multiple disciplines

Other teams extend the work, building capacity through new initiatives

Cascading influence leads multiple institutions to embed ET

Nationwide capacity building program

ET becomes core business for all providers and educators

Special issue journal on ET

Nar

row

op

po

rtu

nis

tic

ado

pti

on

Students explore careers through ET

Educators seek new opportunities to engage in ET including in industry placements

Students and educators share their experiences

Educators apply for local funds to further their work

Students begin to champion local initiatives

Students create opportunities to liaise with alumni as ET graduates grow

Alumni networks increase work-based learning opportunities

Adoption becomes systemic: Students anticipate and engage in ET as a core component of their studies


Impact at completion Anticipated changes at 6, 12- and 24-months post-completion

Completion 6 months post-completion



Nar

row

-sys

tem

ic

ado

pti

on

ET embedded across participating programs

Evidence of efficacy is amassed

Results are trialled in at least six further disciplines, each with a discipline champion

More academics engage in industry placements

Process embedded across all Australian programs in music and engineering

Industry partnerships enable more quality internships

Sufficient champions that further action occurs independent of the team

Bro

ad o

pp

ort

un

isti

c ad

op

tio

n

Participants, community members and workshop attendees adopt ET

Network members host professional development (PD) sessions

Mentorship and workshops delivered at every opportunity

Effective resources lead more people to engage

PD widely available via the network

Workshops enabled in all programs that express interest

Enhanced reputation and pressure from students prompts more academics to engage

Opportunities for PD and funding grow as the benefits are realised

Adoption becomes systemic: All Australian higher education institutions adopt the process and begin to implement ET across their programs

Bro

ad s

yste

mic

ad

op

tio

n

National employABILITY position statement with the Australian Council of Engineering Deans

Process and findings key evidence for ET to become a core component of higher education

Accreditation bodies adopt the process and resources. This fosters more informed industry–education partnerships including academic internships.

Accreditation bodies champion the process

Program leaders showcase outcomes of opportunistic projects

Quality ET recognised for promotions and awards

ET becomes core business

Accreditation bodies review internship/ accreditation in line with ET

Academics undertake regular industry placements


Chapter 4 Recommendations

The fellowship confirms the critical need for a systematic and inter-institutional approach to employability development. Employability is not something that is ‘done’ to students; it needs to be active and explicit and it needs to create cognitive links. This is where employability “thinking” comes in. The fellowship work informed a number of recommendations. Much of the underpinning theoretical thinking is reported in the articles listed at Appendix D; these will be updated within the EmployABILITY research lab hosted on ResearchGate and on the LinkedIn Community of Practice.

Students

1. Every higher education student should engage in employABILITY thinking or its equivalent. This can be achieved through careful scaffolding of existing experiential learning opportunities, reflective and assessment tasks which include a future-oriented dimension, and pedagogical approaches which develop students’ metacognition.

2. EmployABILITY thinking requires the explicit engagement of students. For this to occur, students should make links between their learning and their future development in every semester-long unit and throughout their studies.

3. The language of employability needs to change. For students it is recommended that labels such as Career Development be replaced with broader conceptions of student development such as Create your Future©.

4. Students should be supported to collect, collate, critique and then articulate evidence of their personal and professional development throughout their studies.

Faculty and careers professionals

5. The three ubiquitous challenges for educators — time, resources and expertise — must be overcome if employability is to be embedded across programs. This requires the adoption of an approach such as employABILITY thinking, which works at the meta and micro levels and enables students and faculty to work across and beyond the curriculum.

6. EmployABILITY thinking involves discipline knowledge, skills and practices within the context of society and the labour market. As such, it should be delivered into the core curriculum by faculty and careers professionals working in partnership.

7. The development of employABILITY thinking should form part of the initial professional learning undertaken by every educator.

Institutions

8. Research intensive universities in particular tend to have a “hands-off” approach to employability which privileges reputational capital. This approach is insufficient to meet the needs of the 21st century graduate. All institutions need to adopt an active and institution-wide approach to employABILITY which will serve to develop students as agentic and critical thinkers.

9. Universities should extend reward and recognition processes and modify academic progression to recognise the development of employability within the curriculum.




10. Universities should replace language such as skills, employment and job with more inclusive and relevant language including capabilities and work. This language should be consistent across all communication with students.

11. The specific employABILITY needs of students differ across disciplines, equity cohorts and cultural background. However, it is strongly recommended that a generic approach be adopted and then adapted in line with learners’ needs.

12. Work integrated learning (WIL) activities must be properly supported to ensure quality and equitable experiences for learners, educators and hosts. Critical reflection should be a core element of WIL prior to, during and after each experience.

13. University leadership should develop a whole-of-institution definition of employability and use this to underpin an employability strategy which extends across the curricular and co-curricular space.

14. Institutions should seek to differentiate themselves through their students’ cognitive and social development as capable and informed individuals, professionals and social citizens: employABILITY thinkers. In this sense, universities should strive to collaborate on the delivery and resourcing needs of good practice.

15. University rankings exercises place status competition and self-interest ahead of institutional goals. The sector should work closely with Governments to lessen the impact of rankings in favour of the sector’s social and economic compacts.

16. Employability development is a lifelong concern. Universities should create collaborative, whole-of-career professional learning opportunities for alumni. These opportunities might be “paid for” with money, service, mentorship, industry placement opportunities and/or advisory board membership, creating reciprocal benefits.

Rankings and metrics

17. Given the economic and social benefits of higher education, consideration could be given to reducing the impact of research-based rankings exercises in favour of the sector’s social and economic compacts.

18. Graduate metrics could be designed to create accurate and longitudinal accounts of graduates’ work and social impact, drawing on multiple data sources, including taxation data and avoiding metrics that measure a single employment.


References

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.

Bennett, D. (2019). Meeting society’s expectations of graduates: Education for the public good. In J. Higgs, G. Crisp., & Letts, W. (Eds.) Education for employability: Learning for future possibilities, (pp. 35-48). Rotterdam: Sense Publishers.

Bennett, D. (2013). Creativity beyond the notes: Exploring future lives in music to develop self-concept and salient identity. In P. Burnard (Ed.), Developing creativities in higher music education (pp. 234–244). London: Routledge.

Bennett, D., Richardson, S., & MacKinnon, P. (2016). Enacting strategies for graduate employability: How universities can best support students to develop generic skills. Sydney: Australian Government Office for Learning and Teaching.

Billett, S. (2009). Integrating contributions of workplace and college experiences in developing vocational knowledge. In R. McClean., D. N. Wilson., & C. Chinien (Eds.), International handbook on education for the world of work (pp. 1711–1723). Dordecht: Springer.

Billett, S. (2011). Learning in the circumstances of work: The didactics of practice. Education & Didactique, 5(2), 129–149.

Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29, 1147–1158.

Byrne, M., Flood, B., & Griffin, J. (2014). Measuring the academic self-efficacy of first-year accounting students. Accounting Education, 23(5), 407–423.

Coetzee, M. (2014). Measuring student graduateness: Reliability and construct validity of the Graduate Skills and Attributes Scale. Higher Education Research & Development, 33(5), 887–902.

Commonwealth of Australia. (2013). A plan for Australian jobs: The Australian government’s industry and innovation statement. Canberra: DIISRT.

Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning. Ergonomics, 43(7), 960–974.

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale, NJ: Erlbaum

Knight, P., & Yorke, M. (2004). Learning, curriculum and employability in Higher Education. London: Routledge Falmer.

Lent, R. W., Ezeofor, I., Morrison, A., Penn, L. T., & Ireland, G. W. Applying the social cognitive model of career self-management to career exploration and decision-making. Journal of Vocational Behavior, 93(2016), 47–57.

Mancini, T., Caricati, L., Panari, C., & Tonarelli, A. (2015). Personal and social aspects of professional identity. An extension of Marcia’s identity status model applied to a sample of university students. Journal of Vocational Behavior, 89(2015), 140–150.

Reid, A., Abrandt Dahlgren, M., Dahlgren, L. O., & Petocz, P. (2011). From expert student to novice professional. Dordrecht: Springer.

Rosenberg, M. (1965). Society and the adolescent self-image. NJ: Princeton University Press. Smith, C., Ferns, S., & Russell, L. (2014). Conceptualising and measuring ‘employability’: Lessons

from a national OLT project. Proceedings of the ACEN National Conference, Gold Coast 2014. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Cambridge: Harvard University Press.


Appendix A: Certification by Deputy Vice-Chancellor


Appendix B: Fellowship workshops and presentations

Table 4: Fellowship workshops and presentations from January 2017 to April 2018

Date Title Location/event Brief description/ purpose Educator

attendees

Student

attendees

Institutions

represented

2 February 2017 Teaching students to think: Embedding employability across the curriculum

26th Annual Teaching and Learning Forum, Curtin University, Perth

Workshop for faculty 30 5

8 February 2017 Life, career and music Residency 1 at Leeds University; invited lectures for students and faculty

1.5-hour workshop and one-hour lecture for students and faculty

3 42 2

16-18 February 2017

Developing employABILITY: Whose responsibility is it?

World summit of the International Federation for national Teaching Fellows, England

Keynote address 80 30

31 March 2017 Meetings and presentation

The University of Sydney

Meetings and presentations with music and engineering faulty

12 1

5 April 2017 Meetings and workshop

Flinders University Meetings with the educational research group, engineering and science faculty and senior leaders

17 1


6 April 2017 Equipping and enabling Australia’s educators to embed employability across higher education

Flinders University 3-hour interactive ACEN Workshop with academic and professional staff, including leadership

22 3

8 May 2017 Is employability at the core of higher education or is it someone else’s job?

AAPI seminar presentation, Curtin University.

One-hour seminar for faculty 12 3

12 May 2017 EmployABILITY in engineering

UWA Workshop for students, recruiters, faculty and industry

10 50 3

19 May 2017 EmployABILITY as a partnership

QUT Meetings with the QUT careers service professionals and engineering faculty

20 1

24 May 2017 Engaging reluctant teachers and students in career thinking

The Colburn School of Music, Los Angeles

Teaching demonstration and international panel member

50 30

28-30 June 2017 Expert stream on Employability Development

2017 Research and Development in Higher Education (HERDSA) national conference, Sydney Convention Centre

Co-chair of expert stream 30 12

28-30 June 2017 Developing workforce capacity in pre-service teachers: Examining present and possible future selves.

2017 HERDSA national conference, Sydney Convention Centre

Presentation with Susan Blackley and Rachael Sheffield

30 10


28-30 June 2017 Using a makerspace approach: An opportunity for developing undergraduate students’ reflective practice and professional identity

2017 Research and Development in Higher Education national conference, Sydney Convention Centre

Presentation with Susan Blackley and Rachael Sheffield

26 10

28-30 June 2017 Employability in a global context: Learnings for Australian practice

2017 HERDSA national conference, Sydney Convention Centre

Presentation with Kenton Bell 40 12

10 August 2017 What is employABILITY in ICT and how do we develop it?

Melbourne University

Plenary address for the Australian Deans of ICT (ACDICT) national forum

15 15

11 August 2017 EmployABILITY thinking discussions

RMIT Meetings with careers service professionals, engineering faculty and Director of Learning and Teaching

4 1


Melbourne Conservatorium, University of Melbourne

Meetings with the Dean, Associate Dean and entrepreneurship lecturer

3 1


Deakin University, Melbourne

Meetings with ICT and music faculty members

2 0 1

11 August 2017 EmployABILITY thinking workshop

Monash University, Melbourne

Three-hour guest lecture for final-year business students and faculty

3 85 1



Curtin University One-hour workshop for the professional writing and publishing students

1 20 1


Careers Service Curtin University

Two-hour workshop 16 0 1

29 August 2017 Studia Generalia Lecture

Center for Educational Research and Academic Development in the Arts, University of the Arts, Helsinki

Two-hour lecture: https://youtu.be/3IxOiZzAxvs

10 44 + 66 YouTube views

2

29 August 2017 The science of performance careers: A lifespan view of employability in music.

Reykjavík, Iceland International symposium convened for the International Symposium on Performance Science.

80 52

11-30 September 2017

Resident and visiting professor

University of the Arts, Helsinki, Finland

Resident and visiting professor with the Sibelius Academy, working with academics and professional staff across all five Academies.

25 14 1

5-7 September 2017

Preparing students for the global workplace

ASET Conference, Coventry, Kent University

Global Perspectives Panel member

80 40

5-7 September 2017

Employability upside-down.

ASET Annual Conference, Coventry, Kent University

Keynote presentation. 80 40



https://protect-au.mimecast.com/s/q0YwBJT8KwY6T3?domain=youtu.be


9 November 2017 Embedding employ ability as metacognition

Festival of Learning, Curtin University

1.5-hour workshop for faculty 8 1

9 November 2017 Whose responsibility is it to make students employable?

Two-hour workshop for the Curtin Business School.

43 1

14 November 2017 Employ your abilities! Rethinking and enabling employability development within curriculum

Online (ACEN webinar)

One-hour webinar with Sonia Ferns, Sophie Lindsay, Julia Richardson and Rachel Sheffield

120 12

1-3 November 2017

The protean musician: Concept, research, consequences

Joint Research Centres Conference. Norwegian Academy of Music, Oslo

Keynote address 45 20

10-13 December 2017

AAEE conference 2017 Sydney Presentation 40 15

18-22 December 2017 3-5 January 2018

Residency 2 at Leeds University

Leeds University Residency and meetings; intensive work on musician identity measure and curriculum mapping

5 1

8-12 January 2018 Residency and workshop at University of Southampton

University of Southampton

Intensive research on feedback and critical reflection; meetings with careers staff and faculty; lecture for staff

38 2 2

1 February 2018 Developing employability as metacognition from Semester 1: A workshop on how!

WA Learning and Teaching Forum, Notre Dame University (Fremantle)

Workshop 30 6

http://acen.edu.au/employability-for-the-wil-community-webinar/


6 March 2018 How to strengthen students’ EmployABILITY through a Flipped Classroom Approach

The Chinese University of Hong Kong

3.5-hour interactive employABILITY thinking workshop / talk

41 3

6 March 2018 Reflections On and In Critical service-Learning

The Hong Kong Polytechnic University

1.5-hour Sharing Session 40 3

7 March 2018 Developing Students’ Ability to Succeed as Graduates: Embedding Employability as Metacognition

The Hong Kong University of Science and Technology

1.5-hour employABILITY thinking workshop

28 3


The University of Hong Kong


42 3


Hong Kong Baptist University


28 3

15 March 2018 Do I have to be a soloist? Developing career skills and awareness in the music classroom

26th Conference of the European Association for Music in Schools. Latvia.

Workshop 3 2


18 March 2018 EmployABILITY thinking workshop

Sibelius Academy, Helsinki

Workshop for undergraduate music students; meetings with faculty

5 20 1

26 March 2018 Create your Future workshop

Curtin University, Perth

Three-hour employABILITY thinking workshop for final-year speech pathology students and faculty

5 67 1

6 April 2018 Developing employABILITY as metacognition: Opportunities for learning, teaching and research

Curtin University, Perth

Two-hour employABILITY thinking workshop and one-hour drop-in clinic as part of HERDSA national roadshow

33 5


University of South Australia, Adelaide


27 3


Swinburne University, Melbourne


64 13

11 April 2018 Swinburne University Meetings

Swinburne University, Melbourne

Meeting with Swinburne University Careers & Employability staff

5 1

11 April 2018 Create your Future masterclass


One-hour masterclass with students and faculty

10 4 1


11 April 2018 EmployABILITY thinking strategy for 2019


Business and Arts academics 5 1


University of Tasmania, Launceston

Two-hour workshop and one-hour drop-in clinic, HERDSA national roadshow

23 1


Macquarie University, Sydney

Two-hour workshop and one-hour drop-in clinic as part of HERDSA national roadshow

45 6

16 April 2018 Macquarie University meetings

Macquarie University

Meetings with educational researchers

3 1

17 April 2018 Create your Future workshops

Western Sydney University

Two-hour workshops for final-year masters of engineering students and for first-year undergraduate music students.

5 120 1

18 April 2018 Create your Future workshops

Sydney Conservatorium of Music

Student and Staff workshops followed by a faculty discussion

5 40 1


Queensland University of Technology, Brisbane


61 8



University of Sunshine Coast, Sunshine Coast


32 1


JCU, Townsville 2 hour workshop and one-hour drop-in clinic as part of HERDSA national roadshow

27 3

27 April 2018 Helping student create their futures: EmployABILITY thinking without more content!

Edith Cowan University

One-hour lecture for the Centre for Research in Entertainment, Arts, Technology, Education and Communications

28 1

19 July 2018 Developing employABILITY as metacognition: Opportunities for learning, teaching and research

Western Australian Academy of Performing Arts

Two- hour faculty development workshop

48 1

TOTAL WORKSHOPS, MEETINGS AND LECTURES: 58 1563 464 402*

* Some people attended more than one event, hence they will be included more than once.


Appendix C: Articles in associated newsletters and blogs

Table 5: Articles in associated newsletters and blogs

Date Title Publication / newsletter Brief description

21 March 2017 ACEN SA/NT event - embedding employability in higher ed

Flinders in Touch (The weekly newsletter of Flinders University)

Article to promote ACEN interactive workshop.

January 2018 A practical approach to Literacies for Life: EmployABILITY rethought

HERDSA News Volume 40 No 1 Summer 2018

Article to promote fellowship research to higher education community (See Appendix L).

14 March 2018 Why higher education and employABILITY thinking go hand in hand

ALTF Student Success Blog Blog post to promote EmployABILITY thinking six step process to higher education community.


Appendix D: Publications and presentations during

the Fellowship period

Publications during the Fellowship period: 2016 - 2018. For copies, please email Dawn

Bennett or visit the Educator Site or Researchgate.

Edited books

Bennett, D., Rowley, J., & Schmidt, P. (Eds.). (In press). Leadership and the development of musicians in higher music education. New York: Routledge. Contract issued December, 2017.

Rowley, J., Bennett, D., & Schmidt, P. (Eds.). (In press). Leadership of pedagogy and curriculum in higher music education. New York: Routledge. Contract issued December, 2017.

Bennett, D., & Kubota, K. (Eds.) (In press). Genjitsu sekai no seikatsu: Ongaku sotsugyō-sha o koyō kanō ni suru hōhō [Life in the real world: How to make music graduates employable] (K. Kubota, Trans.). Tokyo: Shun-ju-sha. Contract issued March, 2018.

Book chapters

Bennett, D. (In press). Meeting society’s expectations of graduates: Education for the public good. In J. Higgs, G. Crisp., & Letts, W. (Eds.). Education for employability: Learning for future possibilities. Rotterdam: Sense Publishers. Accepted July, 2018.

Reid, A., Rowley, J., & Bennett, D. (In press). Higher education and sense of self in the creative and performing arts. In R. Lawson & E. Leinonen (Eds.), Developing undergraduate curriculum. London: Routledge. Accepted November, 2017.

Bennett, D., Rowley, J., & Schmidt, P. (In press). How is leadership developed in higher music education? In D. Bennett, J. Rowley, & P. Schmidt. (Eds.). Leadership and musician development in higher music education. New York: Routledge. Contract issued December, 2017.

Bennett, D., Rowley, J., & Schmidt, P. (In press). Institutional leadership and the development of musicians in higher music education. In D. Bennett, J. Rowley, & P. Schmidt. (Eds.). Leadership and musician development in higher music education. New York: Routledge. Contract issued December, 2017.

Rowley, J., & Bennett, D. (In press). How is leadership practised in higher music education? In Rowley, J., Bennett, D., & Schmidt, P. (Eds.). (In press). Leadership of pedagogy and curriculum in higher music education. New York: Routledge. Contract issued December, 2017.

Rowley, J., & Bennett, D. (In press). Leading change in higher music education pedagogy and curriculum. In Rowley, J., Bennett, D., & Schmidt, P. (Eds.). (In press). Leadership of pedagogy and curriculum in higher music education. New York: Routledge. Contract issued December, 2017.



https://developingemployability.edu.au/


Bennett, D., & Hennekam, S. (2018). Lifespan perspective theory and (classical) musicians’ careers. In Dromey, C., & Haferkorn, J. (Eds.), The classical music industry. London: Routledge.

Mason, B., Thomson, C., Bennett, D., & Johnston, M. (2018). Reshaping the field from the outside in: Aboriginal people and student journalists working together. In Albright, J., Hartman, D., & Widin, J. Bourdieu’s field theory and the social sciences (pp. 133-147). Basingstoke: Palgrave Macmillan. http://dx.doi.org/10.1007/978-981-10-5385-6_9.

Bartleet, B., Bennett, D., Power, A., & Sunderland, N. (2018). Community service learning with first peoples. In Bartleet, B., & Higgins, L. (Eds.), The Oxford handbook of community music (pp. 653-672) Oxford: Oxford University Press.

Israel, M., & Bennett, D. (2018). National teaching awards and the pursuit of teaching excellence. In Broughan, C. Clouder, L., & Steventon, G. (Eds.), Global perspectives on teaching excellence: A new era for higher education, (pp. 106-117). London: Routledge.

Power, A., Bennett, D., & Bartleet, B. (2018). Transforming lives: Exploring eight ways of learning in arts-based service learning with Australian Aboriginal communities. In Tolmie, D., Cain, M., Power, A., & Bartleet, B. (Eds.). Community music of the Asia-Pacific: Many voices, one horizon (pp. 153-176). University of Hawai‘i Press, Hawaii.

Bennett, D., & Ferns, S. (2017). Functional and cognitive aspects of employability: Implications for international students. In Barton, G., & Hartwig, K. Professional learning in the work place for international students (pp. 203-223). New York: Springer.

Hartwig, K., Barton, G., Bennett, D., Cain, M., Campbell, M … Westerveld, M. (2017). What does internationalisation or interculturalisation look like in the future in the higher education sector? In Barton, G., & Hartwig, K. Professional learning in the work place for international students (pp. 313-322). New York: Springer.

Barton, G., Hartwig, K., Bennett, D., Cain, M., Campbell, M., Ferns, S. … Jones, L. (2007). Work placement for international student programmes (WISP): A model of effective practice. In Barton, G., & Hartwig, K. Professional learning in the work place for international students (pp. 13-34). New York: Springer.

Bennett, D., & Male, S. A. (2017). A Student-staff community of practice within an inter-university final-year project. In McDonald, J., & A. Cater-Steel (Eds.). Implementing communities of practice in higher education: Dreamers and schemers (pp. 325-346). New York: Springer.

Bennett, D., & Robertson, R. (2016). ePortfolios and the development of student career identity within a Community of Practice: Academics as facilitators and guides. In Rowley, J. (Ed.). ePortfolios in Australian universities (pp. 65-82). New York: Springer. doi: 10.1007/978-981-10-1732-2_5

Bennett, D., & Burnard, P. (2016). Human capital career creativities for creative industries work: Lessons underpinned by Bourdieu’s tools for thinking. In Comunian, R., & Gilmore, A. (Eds). Higher Education and the Creative Economy (pp. 123-142). London: Routledge, London.

https://www.crcpress.com/The-Classical-Music-Industry/Dromey-Haferkorn/p/book/9781138203693

http://dx.doi.org/10.1007/978-981-10-5385-6_9

http://dx.doi.org/10.1007/978-981-10-5385-6_9

http://www.springer.com/us/book/9789811053849#aboutAuthors

http://dx.doi.org/10.1007/978-981-10-5385-6_9

http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.3

http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.3

https://global.oup.com/academic/product/the-oxford-handbook-of-community-music-9780190219505?cc=au&lang=en&

https://global.oup.com/academic/product/the-oxford-handbook-of-community-music-9780190219505?cc=au&lang=en&

https://www.routledge.com/Global-Perspectives-on-Teaching-Excellence-A-new-era-for-higher-education/Broughan-Steventon-Clouder/p/book/9780415793155

https://www.routledge.com/Global-Perspectives-on-Teaching-Excellence-A-new-era-for-higher-education/Broughan-Steventon-Clouder/p/book/9780415793155

https://www.researchgate.net/publication/324719830_Transforming_lives_Exploring_eight_ways_of_learning_in_arts-based_service_learning_with_Australian_Aboriginal_communities

https://www.researchgate.net/publication/324719830_Transforming_lives_Exploring_eight_ways_of_learning_in_arts-based_service_learning_with_Australian_Aboriginal_communities

https://protect-au.mimecast.com/s/6eKdBrcgMXdOHd?domain=springer.com





https://link.springer.com/chapter/10.1007%2F978-981-10-2866-3_15

https://link.springer.com/chapter/10.1007%2F978-981-10-2866-3_15

https://link.springer.com/chapter/10.1007/978-981-10-1732-2_5

https://link.springer.com/chapter/10.1007/978-981-10-1732-2_5

https://www.routledge.com/products/9781138918733

https://www.routledge.com/products/9781138918733


Refereed journal articles

Hennekam, S., Bennett, D., Macarthur, S., Goh, T., & Hope, C. An international perspective on managing career as a woman composer. International Journal of Arts Management. Accepted with minor revisions, April 2018. Revisions submitted May 2018.

Bartleet, B., Bennett, D., Power, A., & Sunderland, N. (In press). Arts-based service learning with First Peoples: A framework to support respectful and mutually beneficial learning partnerships. Intercultural Education. Accepted October 2017.

Bennett, D., Hennekam, S., Macarthur, S., Hope, C., & Goh, T. Gender identity and the strategies of female composers. Journal of Vocational Behavior. Published Online First July 11, 2018. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0001879118300794.

Bennett, D., Macarthur, S., Hope C., Goh, T., & Hennekam, S. (2018). Creating a career as a woman composer: Implications for higher education. British Journal of Music Education. Published online first June 14 2018. doi: 10.1017/S0265051718000104.

Kelly, A., Bennett, D., Giridharan, B., & Rosenwax, L. (2018). Study experiences and the post-study intentions of female international undergraduate students. Asia Pacific Journal of Education, 38(2), 202-213. doi: 10.1080/02188791.2018.1460256.

Bennett, D., & Hennekam, S. (2018). Self-authorship and creative workers’ decision making. Human Relations. Published online first March 2018. doi: 10.1177/0018726717747369.

Male, S., Bennett, D., Gardner, A., & Figueroa, E. (2018). Investigation of students’ experiences of gendered cultures in engineering workplaces. European Journal of Engineering Education, 43(3), 360-377. doi: 10.1080/03043797.2017.1397604.

Bennett, D., & Chong, E. K. M (2018). A Singaporean study of pre-service music teachers’ career intentions and self-beliefs. International Journal of Music Education, 36(1), 108-123.

Bennett, D., Roberts, L., Ananthram, S., & Broughton, M. (2018). What is required to develop career pathways for teaching academics? Higher Education, 75(2), 271-286.

Bennett, D., & Male, S. (2017). An Australian study of possible selves perceived by undergraduate engineering students. European Journal of Engineering Education, 42(6), 603-617.

Burwell, K., Bennett, D., & Carey, G. (2017). Isolation in studio music teaching: The secret garden. Arts and Humanities in Higher Education. Published online first October 2017. doi: 10.1177/1474022217736581.

Bennett, D., Knight, E., Kuchel, L., Divan, A., Horn, J., van Reyk, D., & Burke da Silva, K. (2017). How do research-intensive research universities portray employability strategies? A review of their websites. Australian Journal of Career Development, 26(2), 52-61. doi: 10.1177/1038416217714475.

Bennett, D., Reid, A., & Rowley, J. (2017). Student musicians’ experiences of reflexivity during internships: Personal narratives and complex modalities. International Journal of Music Education, 35(3), 460-475.

Pitman, T., Roberts, L., Bennett, D., & Richardson, S. (2017). An Australian study of graduate outcomes for disadvantaged students. Journal of Further and Higher Education. Published online first July, 2017. doi: 10.1080/0309877X.2017.1349895.

Blackley, S., Bennett, D., & Sheffield, R. (2017). Purpose-built, web-based professional portfolios: Reflective, developmental and showcase. Australian Journal of Teacher Education, 42(5), 1-17.

https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0001879118300794

https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0001879118300794

https://www.tandfonline.com/doi/abs/10.1080/02188791.2018.1460256?journalCode=cape20

https://www.tandfonline.com/doi/abs/10.1080/02188791.2018.1460256?journalCode=cape20

http://dx.doi.org/10.1080/03043797.2017.1397604

http://dx.doi.org/10.1080/03043797.2017.1397604

http://dx.doi.org/10.1177/0255761417703780

http://dx.doi.org/10.1177/0255761417703780

http://dx.doi.org/10.1007/s10734-017-0138-9

http://dx.doi.org/10.1007/s10734-017-0138-9

https://doi.org/10.1080/03043797.2016.1208149

https://doi.org/10.1080/03043797.2016.1208149

https://dx.doi.org/10.1177/1474022217736581

https://dx.doi.org/10.1177/1474022217736581

http://dx.doi.org/10.1177/1038416217714475

http://dx.doi.org/10.1177/1038416217714475

https://doi.org/10.1177/0255761416689843

https://doi.org/10.1177/0255761416689843

https://www.tandfonline.com/doi/full/10.1080/0309877X.2017.1349895

https://www.tandfonline.com/doi/full/10.1080/0309877X.2017.1349895

https://doi.org/10.1080/0309877X.2017.1349895

http://ro.ecu.edu.au/ajte/vol42/iss5/1

http://ro.ecu.edu.au/ajte/vol42/iss5/1


Hennekam, S., & Bennett, D. (2017). Sexual harassment in the creative industries: Tolerance, culture and the need for change. Gender, Work and Organization, 24(4), 417-434.

Ghaziah, G., & Bennett, D. (2017). Employability for music graduates: Malaysian educational reform and the focus on generic skills International Journal of Music Education, 35(4), 588-600. doi: 10.1177/0255761416689844.

Hennekam, S., & Bennett, D. (2017). Creative industries work across multiple contexts: Common themes and challenges. Personnel Review, 46(1), 68-85.

Rowley, J., & Bennett, D. (2016). ePortfolios in Australian higher education arts: Differences and differentiations. International Journal of Education and the Arts, 17(19). Open access.

Hennekam, S., & Bennett, D. (2016). Self-management of work in the creative industries. International Journal of Arts Management, 19(1), 31-41.

Bennett, D. (2016). https://www.researchgate.net/publication/308110623_Developing_employability_and_professional_identity_through_visual_narratives Australian Art Education, 37(2), 100-115.

Reid, A., Bennett, D., & Petocz, P. (2016). Creative workers’ perceptions of worth: Understanding identity and motivation in a complex workforce. Australian Journal of Career Development, 25(1), 33-41.

Hennekam, S., & Bennett, D. (2016). Involuntary career transition and identity within the artist population. Personnel Review, 45(6), 1114-1131.

Thomson, C., Mason, B., Bennett, D., & Johnston, M. (2016). Closing the arm’s-length gap: Critical reflexivity in student Indigenous affairs journalism. Australian Journalism Review, 38(1), 59-71.

Bennett, D. (2016). Developing employability in higher education music. Arts and Humanities in Higher Education, 15(3-4), 386-395.

Mason, B., Thomson, C., Bennett, D., & Johnston, M. (2016). Putting the “love back in” to journalism: Transforming habitus in Aboriginal Affairs student reporting. Journal of Alternative and Community Media, 1, 56-69.

Bennett, D., Power, A., Thomson, C., Mason, B., & Bartleet, B-L. (2016). Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education. Journal of University Teaching and Learning Practice, 13(2), n. p.

Bennett, D., Roberts, L., & Creagh, C. (2016). Exploring possible selves in a first-year physics education class: Engaging students by establishing relevance. Physical Review Physics Education Research, 12.

Bennett, D., Sunderland, N., Bartleet, B., & Power, A. (2016). Implementing and sustaining higher education service-learning initiatives: Revisiting Young et al’s organizational tactics. Journal of Experiential Education, 39(2), 145-163.

Bennett, D., Rowley, J., Dunbar-Hall, P., Hitchcock, M., & Blom, D. (2016). Electronic portfolios and learner identity: An ePortfolio case study in music and writing. Journal of Further and Higher Education, 40(1), 107-124.

https://doi.org/10.1111/gwao.12176

https://doi.org/10.1111/gwao.12176

http://doi.org/10.1177/0255761416689844

http://doi.org/10.1177/0255761416689844

https://doi.org/10.1108/PR-08-2015-0220

https://doi.org/10.1108/PR-08-2015-0220

http://www.ijea.org/v17n19/v17n19.pdf

http://www.ijea.org/v17n19/v17n19.pdf

https://www.researchgate.net/publication/308164014_Self-Management_of_Work_in_the_Creative_Industries_in_the_Netherlands

https://www.researchgate.net/publication/308110623_Developing_employability_and_professional_identity_through_visual_narratives

https://www.researchgate.net/publication/308110623_Developing_employability_and_professional_identity_through_visual_narratives

http://dx.doi/10.1108/PR-01-2015-0020

http://dx.doi/10.1108/PR-01-2015-0020

http://search.informit.com.au/documentSummary;dn=276567636611059;res=IELAPA

http://search.informit.com.au/documentSummary;dn=276567636611059;res=IELAPA

https://journals.sagepub.com/doi/abs/10.1177/1474022216647388

https://joacm.org/index.php/joacm/article/view/839/727

https://joacm.org/index.php/joacm/article/view/839/727

http://ro.uow.edu.au/jutlp/vol13/iss2/7



https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.12.010120

https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.12.010120




https://www.tandfonline.com/doi/abs/10.1080/0309877X.2014.895306?journalCode=cjfh20

https://www.tandfonline.com/doi/abs/10.1080/0309877X.2014.895306?journalCode=cjfh20


Refereed conference articles

Lindsay, S., Bennett, D., Jevons, C., & Benati, K. (In review). Exploring student futures as business graduates. Accepted for the Australian Collaborative Education Network national conference, April 2018.

Bennett, D. (In press, 2018, July). Higher music education and the need to educate the whole musician: Musicians’ work in early-, mid- and late-career. Paper presented at The Commission for the Education of the Professional Musician (CEPROM) International Seminar. Almaty, Kazakhstan.

Bennett, D. (2017, December). Metacognition as a graduate attribute: Employability through the lens of self and career literacy. In Huda, N., Inglis, D., Tse, N., & Town, G. (Eds.), Proceedings of the 28th Annual Conference of the Australasian Association for Engineering Education (pp. 214-221). Sydney.

Rowley, J., Bennett, D., & Reid, A. (2017, July). Leadership as a core creativity for musician identity. In E. Chong (Ed.), Proceedings of the 21st international seminar of the ISME Commission for the Education of the Professional Musician (pp. 43-51). St Andrew’s University, Scotland.

Bennett, D. (2017, July). Understanding the career intentions of pre-service teachers. In D. Forrest & L. Godwin (Eds.), 32nd International Society for Music Education World Conference (pp. 27-32). Royal Conservatoire Scotland, Glasgow.

Blackley, S., Bennett, D., & Sheffield, R. (2016, July). Enhancing work readiness and developing professional identity through personalised, standards-based digital portfolios. In Davis, M., & Goody, A. (Eds.), Research and Development in Higher Education: The Shape of Higher Education Vol. 39 (pp. 300-306). Fremantle: Higher Education Research and Development Society of Australasia.

Scholarly research reports

Smith, M., Bennett, D., Bell, K., & McAlpine, A. (2018, July). Employability in a global context: Evolving policy and practice in employability, work integrated learning, and career development learning. Melbourne: Graduate careers Australia.

Barton, G., Hartwig, K., Cain M., Bennett, D., Ferns, S., … Joseph, D. (2017, April). Improving work placement for international students, their supervisors and other stakeholders. Canberra: Australian Government Department of Education and Training.

Richardson, S., Bennett, D., & Roberts, L. (2016, August). Investigating the relationship between equity and graduate outcomes in Australia. Perth: National Centre for Student Equity in Higher Education.

Bennett, D., Richardson, S., & MacKinnon, P. (2016, March). Enacting strategies for graduate employability: How universities can best support students to develop generic skills. Sydney: Australian Government Office for Learning and Teaching.

Rowley, J., Dunbar-Hall, P., Blom, D., Bennett, D., & Hitchcock, M. (2016, February). ePortfolios for creative arts, music and arts students in Australian universities. Sydney: Australian Government Office for Learning and Teaching.

https://www.researchgate.net/publication/326264677_Employability_in_a_Global_Context_Evolving_Policy_and_Practice_in_Employability_Work_Integrated_Learning_and_Career_Development_Learning



https://www.voced.edu.au/content/ngv%3A75848

https://www.voced.edu.au/content/ngv%3A75848

https://www.ncsehe.edu.au/publications/investigating-the-relationship-between-equity-and-graduate-outcomes-in-australia/

https://www.ncsehe.edu.au/publications/investigating-the-relationship-between-equity-and-graduate-outcomes-in-australia/

https://www.researchgate.net/publication/299391426_Enacting_strategies_for_graduate_employability_How_universities_can_best_support_students_to_develop_generic_skills

https://www.researchgate.net/publication/299391426_Enacting_strategies_for_graduate_employability_How_universities_can_best_support_students_to_develop_generic_skills

https://www.researchgate.net/publication/284167791_ePortfolios_for_creative_arts_music_and_arts_students_in_Australian_universities


Publications in the public domain

Bennett, D. (2018, March 12). Why higher education and employABILITY thinking go hand in hand. Student Success blog for the Australian Learning and Teaching Fellows. Available at: https://altf.org/student-success-blog/why-higher-education-and-employability-thinking-go-hand-in-hand/.

Blom, D., & Bennett, D. (2017, August 18). The Artistic Research Teaching Employability nexus: Extending the nexus to students. Australian Council of Deans and Directors in Creative Arts.

Bennett, D., Roberts, L., & Ananthram, S. (2017, March 27). Teaching-only roles could mark the end of your academic career. The Conversation.

Bennett, D., & Hennekam, S. (2017, March 27). Is sexual harassment rife in the creative industries? Music Journal, Music Australia.

Bennett, D. (2016, October). How does authorship work? Research Review. Australia Asia Pacific Institute, Perth.

Macarthur, S., Hope, S., & Bennett, D. (2016, May 30). The sound of silence: Why aren’t Australia’s female composers being heard? The Conversation.

Pitman, T., & Bennett, D. (2016, May 23). Explainer: What is the Office for Learning and Teaching – and why does it matter? The Conversation.

Bennett, D., & Richardson, S. (2016, May 10). What do we know about the work of performing arts graduates? Loud Mouth: The Music Trust E-zine.

Plenary and keynote addresses

Bennett, D. (2017, November). Why teaching awards matter. Keynote address for the Curtin Awards for Excellence and Innovation in Teaching ceremony. Perth, Curtin University.

Bennett, D. (2017, November). The protean musician: Concept, research, consequences. Keynote address for the Joint Research Centres Conference. Oslo, Norwegian Academy of Music.

Bennett, D. (2017, September). Whose responsibility is it to make arts students employable? Critiquing the role of Arts and Music Schools in the career preparation of students. Studia Generalia Lecture, Center for Educational Research and Academic Development in the Arts. Helsinki, University of the Arts.

Bennett, D. (2017, September). Employability upside-down. Plenary speaker at Preparing students for the global workplace. ASET Annual Conference 2017. Coventry, Kent University.

Bennett, D. (2017, August). What is employability in ICT, and how can it be developed? Plenary address for the Australian Deans of ICT (ACDICT) national forum. Melbourne University.

Bennett, D. (2017, February). Developing employABILITY: Whose responsibility is it? Keynote address presented at Defining Teaching Excellence within the Disciplines. First World Summit of the International Federation of national Teaching Fellows. Birmingham, UK.

Bennett, D. (2016, September). Breaking open WIL: Preparing students for 2020 and beyond. Keynote address for WIL 2020: Pushing the boundaries. 2016 National Conference of the Australian Collaborative Education Network. Macquarie University, Sydney, September 28-30. http://acen.edu.au/2016Conference.

Bennett, D. (2016, June). Increasing our capacity to innovate: Producing graduates for an evolving workforce. Keynote address for Embedding employability into teaching and learning: Developing broad graduate skills to enhance employability. Victoria University, Melbourne.

https://nitro.edu.au/articles/2017/8/17/the-artistic-research-teaching-employability-nexus-extending-the-nexus-to-students

https://nitro.edu.au/articles/2017/8/17/the-artistic-research-teaching-employability-nexus-extending-the-nexus-to-students

https://theconversation.com/teaching-only-roles-could-mark-the-end-of-your-academic-career-74826

https://theconversation.com/teaching-only-roles-could-mark-the-end-of-your-academic-career-74826

http://musicaustralia.org.au/2017/03/is-sexual-harassment-rife-in-the-creative-industries/

http://musicaustralia.org.au/2017/03/is-sexual-harassment-rife-in-the-creative-industries/

https://theconversation.com/the-sound-of-silence-why-arent-australias-female-composers-being-heard-59743

https://theconversation.com/the-sound-of-silence-why-arent-australias-female-composers-being-heard-59743

https://theconversation.com/explainer-what-is-the-office-for-learning-and-teaching-and-why-does-it-matter-59079#comment_983353

https://theconversation.com/explainer-what-is-the-office-for-learning-and-teaching-and-why-does-it-matter-59079#comment_983353

http://musictrust.com.au/loudmouth/what-do-we-know-about-the-work-of-performing-arts-graduates/

http://musictrust.com.au/loudmouth/what-do-we-know-about-the-work-of-performing-arts-graduates/



http://acen.edu.au/2016Conference


Invited lectures, workshops and symposia

Bennett, D. (2018, April). Helping student create their futures: EmployABILITY thinking without more content! Lecture for the Centre for Research in Entertainment, Arts, Technology, Education and Communications. Perth, Edith Cowan University.

Bennett, D. (2018, April). Developing employABILITY thinking as metacognition: Opportunities for learning, teaching and research. National roadshow hosted by the Higher Education Research and Development Society of Australasia (HERDSA): Perth (Curtin, ECU); Adelaide (UniSA); Launceston (UTAS); Melbourne (Monash); Sydney (Macquarie, USyd; UNSW); Brisbane (QUT); Sunshine Coast (USC); and Townsville (JCU).

Bennett, D. (2018, March). How to strengthen students’ employability with a flipped classroom approach. Invited lecture for the City University of Hong Kong.

Bennett, D. (2018, March). Reflections on and in critical service learning. Invited lecture for the Hong Kong Polytechnic University Centre for Service Learning, Hong Kong.

Bennett, D. (2018, March). Developing students’ ability to succeed as graduates: Embedding employability as metacognition. Invited lecture for Hong Kong University of Science and Technology, Hong Kong.

Bennett, D. (2018, March). Rethinking employability as metacognition. Invited lecture for Hong Kong University, Hong Kong.

Bennett, D. (2018, March). Developing students’ ability to succeed as graduates: Embedding employability as metacognition. Invited lecture for Hong Kong Baptist University, Hong Kong.

Bennett, D. (2017, November). Embedding employ ability as metacognition. Workshops delivered for the Curtin University 2017 Festival of Learning and for the Curtin Business School. Perth, Curtin University.

Bennett, D. (2017, September). Global Perspectives Panel member, Preparing students for the global workplace. ASET Annual Conference 2017. Coventry, Kent University.

Bennett, D. (2017, August). The science of performance careers: A lifespan view of employability in music. International symposium convened for the International Symposium on Performance Science. Iceland: Reykjavík.

Bennett, D. (2017, August). EmployABILITY. Guest lecture for final-year business students. Monash University, Melbourne.

Bennett, D., & Froud, L. (2017, July). Expert stream on employability, convened for the 2017 Research and Development in Higher Education national conference, Sydney.

Bennett, D. (2017, May). Cross-cultural stories of impact: International panel member. Network of Music Career Development Officers National Conference. Los Angeles: The Colburn School of Music.

Bennett, D. (2017, February). Life, career and music. Invited lecture for the School of Music, Leeds University. Leeds, UK.


Conference presentations and workshops

Bennett, D., & Rowley, J. (2018, October). Building graduate futures through embedded EmployABILITY thinking. Showcase accepted for the 2018 Australian Collaborative Education Network national conference. Brisbane, October 3-5.

Bennett, D., Carruthers, G., Brown, J., Burnard, P., Rowley, J., Mitchell, A., & Weller, J. (2018, July). Leadership in and through higher education: Pathways from current practice to future action. Panel presentation for the 33rd World Conference of International Society for Music Education. Baku, Azerbaijan, July 15-20.

Bennett, D. (2018, March). Do I have to be a soloist? Developing career competences in the music classroom. Workshop presented for the 26th Conference of the European Association for Music in Schools. Jalgava, Latvia, March 14-17.

Bennett, D. (2018, January). Developing employability as metacognition from Semester 1: A workshop on how! Workshop presented at the Western Australian Teaching and Learning Forum, Fremantle, February 1-2.

Macarthur, S., Bennett, D., Hennekam, S., Hope, C., & Goh, T. (2017, August). An international perspective on managing career as a woman composer. Presented at the Women in the Creative Arts conference. Australian National University, Canberra, August 10-12.

Thomson, C., Johnston, M., Mason, B., Forrest, S., & Bennett, D. (2017, July). Disrupting negative portrayals of Noongar people in the Western Australian news media. Presented at the World Indigenous Peoples Conference on Education. Toronto Convention Centre, August.

Blackley, S., Bennett, D., & Sheffield, R. (2017, July). Developing workforce capacity in pre-service teachers: Examining present and possible future selves. Presented at the 2017 Higher Education Research and Development in Higher Education national conference, Sydney.

Bell, K., Bennett, D., Smith, M., & McAlpine, A. (2017, July). Employability in a global context: Learnings for Australian practice. Presented at the 2017 Higher Education Research and Development in Higher Education national conference, Sydney.

Blackley, S., Bennett, D., & Sheffield, R. (2017, July). Using a makerspace approach: An opportunity for developing undergraduate students’ reflective practice and professional identity. Presented at the 2017 Higher Education Research and Development in Higher Education national conference, Sydney.

Blom, D., Withnall, P., Bennett, D., Hanrahan, K. (2017, July). What students can learn about performing live and performing in the recording studio. Presented at the Asia Pacific Music Education Research conference. UiTM, Malaysia.

Bennett, D. (2017, May). Engaging reluctant teachers and students in career thinking. Teaching demo given at the Network of Music Career Development Officers National Conference. Los Angeles: The Colburn School of Music.

Burwell, K., Carey, G., & Bennett, D. (2017, April). Isolation of studio teaching in higher education music. Presented at the Research in Music Education conference. Bath Spa University, England.

Bennett, D. (2017, February). Teaching students to think: Embedding employability across the curriculum. Presented at the 41st Western Australian Teaching and Learning Forum. Curtin University, Perth.


Maynard, N., Tee, L., et al. (2017, February). What can an academy do for teaching and learning? Insights from the Curtin Academy fellows. Presented at the 41st Western Australian Teaching and Learning Forum. Curtin University, Perth.

Bennett, D., Blackley, S., & Sheffield, R. (2016, August). Assembling identity: Digital portfolios, photographs, drawings and textual narratives in pre-service teacher development. Presented at BIBAC 2016 International Conference: 'Building Interdisciplinary Bridges Across Cultures’. Cambridge University.

Knight, E., Bennett, D., Divan, A., Kuchel, L., Van Reyk, D., Burke da Silva, K., & Horn, J. A. (2016, November). Review of how top universities portray employability strategies on their websites. (2016,). National Association of Graduate Careers Advisory Services. Adelaide.

Bennett, D., Johnson, M., Mason, B., & Thomson, C. (2016, July). Working with Australia’s first people: The role of service learning in exposing intercultural voices. Presented at BIBAC 2016 International Conference: 'Building Interdisciplinary Bridges Across Cultures’. Cambridge University.

Bartleet, B., Bennett, D., & Power, A. (2016, July). A. Arts-based service learning as creative practice and teaching method: Six years of reciprocal learning in Australian higher music education. Presented at the symposium Community Music: Emerging Contexts, Practices, and Pedagogies, with Higgins, L., Henley, J., Howell, G., & Deane, K. 32nd International Society for Music Education World Conference, Glasgow, Scotland.

Bennett, D. (2016, July). Involuntary career change: dealing with the unintended. Presented as part of the international symposium The labour market for music workers in the new millennium, with Schmidt, P., Johansen, G., & Wright, R. 32nd International Society for Music Education World Conference, Glasgow, Scotland.

Bennett, D. (2016, July). Why we haven’t finished with employability. Panel convened for the 2016 Research and Development in Higher Education national conference, Fremantle. Speakers: Dawn Bennett (Curtin), Trevor Cullen (Murdoch), Jessica Vanderlelie (Griffith) and Joe Shapter (Flinders).

Blackley, S., Sheffield, R., & Bennett, D. (2016, July). Expanding student experience: Improving pre-service teachers’ work readiness by challenging their developing professional identities. Presented at the 2016 Research and Development in Higher Education national conference, Fremantle.

Maynard, N., & Bennett, D. (2016, June). First year engineering students’ perceptions of professional skills development. 2016 International Conference of CDIO (Conceive, Design, Implement, Operate). Turku University of Applied Sciences, Finland.

Ferns, S., & Bennett, D. (2016, June). Success stories. Presented at the Work placement for international student programs Forum, Griffith, Brisbane.

Smith, M., Bennett, D., & Crookes, P., Hooley, T., & Bell, K. (2016, June). Transnational study on employability in higher education. Presented at the WACE International Research Symposium, Vancouver Island.

Hartwig, K., Barton, G., Bennett, D., Ferns, S., Jones, L., & Podorova, A. (2016, March). The international student experience: challenges and opportunities of work placements. Asia-Pacific Association for International Education 2016 conference, Melbourne, 2016.

Ferns, S., & Bennett, D. (2016, January). International students and the challenges of work placement: A workshop for academic staff. Workshop delivered at the 40th Western Australian Teaching and Learning Forum. Perth.


Appendix E: Participating institutions and organisations

Table 6: Participating institutions and organisations (roadshow only)

Australian Institutions and organisations Network (website +/or LinkedIn CoP)

Hosted event Attended event Embedded process in one or more programs

ASET

Australian Catholic University

Australian Centre for Philanthropy and NonProfit Studies

Australian Council for Educational Research

Australian Graduate School of Management

Australian Institute of Higher Education

Australian Institute of Music

Australian Maritime College

Australian National University

Autism Australia

Barker College (Sydney)

Bendigo Senior Secondary College

Bond University

Brisbane Girls Grammar School

Cambridge International College

Career Development Association of Australia

Career Genie (Melbourne)

Career Ideas Hobart

Careers Matters (Melbourne)

Ccentric Group (Sydney)

Central Queensland University

Centrecare North Queensland




CenturyLink, Australia

Chamber of Commerce and Industry, Western Australia

Charles Darwin University

Charles Sturt University

City of Gold Coast

College of Law (Queensland)

Committee for Perth

Commonwealth Scholarships Program for South Australia

CSIRO

Curtin University

Deakin University

Department of Education and Training (Queensland)

Eastern College Australia

Edith Cowan College

Edith Cowan University

Education Services (Melbourne)

Educational Services Australia

Federation University

Flinders University

Future Years Consulting

Goodwin College

GradConnection

Grattan Institute

Griffith University

Grow Careers (Tasmania)

Holmesglen Institute

Innovative Research Universities group

James Cook University

Kaplan Business School




Kawana Waters State College (Queensland)

La Trobe University

Life Be In It

Lipson Co-operative Academy (Australia)

Macquarie University

Melbourne Conservatorium of Music

Melbourne Law School

Melbourne Polytechnic

Monash College

Monash University

Mt Eliza Secondary College

Mums who Study (Australia)

Murdoch University

MyCareer Groove (Brisbane)

Mylestones employment

NAGCAS

NSW Department of Education

Pacific Lutheran College

PebblePad

Peter Underwood Centre

Phoenix Academy

Phoenix Academy, Perth

Power careers and Consulting (Brisbane)

Queensland Conservatorium, Griffith University

Queensland University of Technology

Raine Medical; Research Foundation

Red Careers (Melbourne)

Rhema Bible College

RMIT




SAE Institute (Melbourne)

Southern Cross University

St Anthony’s Catholic College

St Kevin’s College

St Norbert College, Perth

Stay True Stay You (Victoria)

STEPS Group Australia

Student Edge

Swinburne University of Technology

Sydney Conservatorium of Music

Sydney Conservatorium of Music, Sydney University

Tasmanian Institute of Learning and Teaching

Tasmanian School of Business and Economics

The Australian Industry Group

The Gordon Skills and Jobs Centre

The Group of Eight

The University of Adelaide

The University of Notre Dame (Australia)

Torrens University

University of Canberra

University of Melbourne

University of New England

University of New South Wales

University of Newcastle

University of Queensland

University of South Australia

University of Southern Queensland

University of Sydney

University of Tasmania




University of Technology, Sydney

University of the Sunshine Coast

University of Western Australia

University of Wollongong

Victoria University

Victorian Public Sector Commission

Western Australian Academy of Performing Arts

Western Power

Western Sydney University

Whittlesea Secondary College (Melbourne)

William Angliss Institute

International Institutions and organisations Network (website +/or LinkedIn CoP)

Hosted event Attended event Embedded process

American College of Healthcare Sciences

Anglia Ruskin University

Ashland University, Ohio

Ashworth College

Asia Pacific International College

Aston Business School

Auckland University of Technology

Beyond Talent Consulting

Birmingham City University

Blackpool and The Fylde College

Bob Jones University

Bournemouth University

Bradford School Pittsburgh

Brenau University, Atlanta




Brigham Young University, Idaho

Butler County Community College

California State University-San Bernardino

Canterbury Christ Church University

Cape Peninsula University of Technology

Caraval Autism Health

Chhatrapati shivaji Institute of Technology, India

Chimo Youth Retreat Centre (Canada)

Chinese University of Hong Kong

Chongqing University of Arts and Sciences

CIT Cork School of Music

City University of Hong Kong

Colburn School of Music, Los Angeles

Colegio Stella Maris (Spain)

College of Charleston

De Montfort University

Defense Language Institute (US)

Dream Catcher (NZ)

Drexel University College of Medicine

Dun Laoghaire Further Education Institute, Dublin

Durham College

East Kent College (England)

Edge Hill University

Education University of Hong Kong

Ensino Universitario (Brazil)

Erasmus Mundus Association

Exeter University

Foundation for Shared Impact

Galgotias Educational Institutions (India)




Graduate School of Management, London

Helsinki Metropolia University of Applied Sciences

Higher Education Academy

Hong Kong Baptist University

Hotel Institute of Montreux

Initech Institute of Technology

International Youth Development Initiative

Keele University

Kwantlen Polytechnic University

Lapland University of Applied Sciences

Leeds University

Liverpool Hope University

London School of Business and Management

Management Center Innsbruck

McNally Smith College of Music

Miami University

Michigan State University

Middlesex County College

Nelson Mandela University

New College Lanarkshire

New Jersey City University

New Leaf Enterprises (England)

Nigerian Youth Chamber of Commerce

North Central University, California

Nottingham Trent University

Otago Polytechnic

Pennsylvania College

Preston’s College, England

Randolph Community College




Republic Polytechnic, Singapore

Robert Gordon University

Sheffield Hallam University

Simon Fraser University

Singapore Institute of Technology

Southampton University

St John’s University, New York

Stillman College, Florida

Sunway University

Swansea University

Taylor’s University, Malaysia

Technische Hochschule Ingolstadt

Temple University, Japan

The Association of Graduate Careers Advisory Services (UK)

The Chinese University of Hong Kong

The George Washington University

The Hong Kong Polytechnic University

The Hong Kong University of Science and Technology

The Quality Assurance Commons for Higher & Postsecondary Education (US)

The Thriving Creative

The University of Auckland

The University of Hong Kong

Three Flames Education and Training (UK)

Tokyo Gakugei University

Transforming Learning Together (Canada)

Ucandoit Enterprises

Universidade Fdo Estado de Minais Gerais

Universite Paris Descartes




Universiteit Maastricht

Universiti Tun Hussein Onn Malaysia

University Campus Oldham

University College, London

University of Alaska Fairbanks

University of Alberta

University of Calgary

University of Cape Town

University of Central Lancashire

University of Cincinnati

University of Cologne

University of East Anglia

University of Florida

University of Greenwich

University of Idaho

University of Liverpool

University of Maryland


Appendix F: Flyer for educators

Flyer for educators on EmployABILITY thinking


Appendix G: Workshop flyer for educators

2018 Developing EmployABILITY workshop roadshow flyer


Appendix H: Expert Guide

Expert guide by Professor Jess Vanderlelie


Appendix I: Workshop flyer for students

Promotional flyer for student workshop for music students at partner institution.


Appendix J: HERDSA ROADSHOW HK Flyer

Promotional flyer for the Hong Kong leg of the HERDSA roadshow.


Appendix K: Website screenshots

Screenshots of resources on the developing employABILITY student website. Available at

https://student.developingemployability.edu.au.

https://student.developingemployability.edu.au/


Appendix L: Article in HERDSA news

HERDSA News Volume 40 No 1 SUMMER 2018


Appendix M: Online fellowship engagement

Table 7: Online fellowship engagement

Stakeholder Engagement

Advisory Group

Initial meeting seeking expertise

Project update sent out via quarterly newsletter

Moderating and contributing to monthly feature topic on website / LinkedIn COP

Higher education scholars

Initial meeting seeking expertise

Project update sent out via newsletter

Moderating and contributing to monthly feature topic on website

Emails as required

Institutional leads (Music and Engineering)

Initial Face to face meeting

Week long residencies as required

LinkedIn Community of Practice (CoP)


External (AC) - Leaders / networks


Publications and presentations (academic)

Presentations / workshops (HERDSA Roadshow 2018)

LinkedIn company page and Community of Practice (CoP) group


External other - e.g. Industry, Media


Articles and features in external newsletters

Publications (Non-academic)

CoP online (from TILE + new members) Website and LinkedIn group


Webinars – hosted

Sharing outputs

Discussions / featured forum topics

Seeking feedback

Study site project updates

Semester one 2018 weekly step by step educator guide and Q&A


Appendix N: EmployABILITY touchpoints

The following pages illustrate just four of the employABILITY thinking touchpoints activated during the Fellowship. Touchpoints are places in the existing curriculum where educators can focus students’ thinking on professional learning and relevance. Touchpoints require no additional time or expertise and they do not create additional workload. To embed the employABILITY thinking approach, we embed a single touchpoint into every semester- or tri-mester long unit (module/class). In this way, full-time students encounter an explicit link between their studies and their future lives and work on average every three weeks. Common touchpoints include teamwork assignments, guest lectures or careers panels, in-class presentations, accreditation portfolios, reflective tasks, written assignments such as essays, and engaging with feedback. There is always a touchpoint to be found! Students also complete the profile tool once each year of study, ensuring that they spend 15 to 20 minutes each year reflecting on their futures and that they have access to the full range of student resources.


Example 1 This first-year unit included an in-class reflective task. We used this as a touchpoint, asking students to use one of six critical reflection templates for their task. The critical reflection templates challenge students to consider the relevance of their task to their personal and professional. This exposes students’ perceptions of task relevance and explicitly links the unit with students’ employABILITY thinking. Students have already created an online profile which had been incorporated as a required reading or required task.

We provided the educator guide for lecturers and tutors. We then uploaded the student resource to the Learning Management System (LMS). Typical of the student resources and consistent with the explicit nature of employABILITY thinking, this one begins by explaining why it is a good idea to engage with it! We chose one of the four critical reflection templates in the resource and directed students to this template when they undertook their reflection task. More advanced students might be permitted to choose their critical reflection approach and explain their choice.


Example 2 In this example, a 2nd-year pharmacy unit has multiple possible touchpoints including a portfolio, a class on ethics and some role-plays. We challenged students to reflect on the difficulties shared by peers who had already been on placement. We asked students to incorporate some of these difficulties in their role-plays. To give them a start, we uploaded a resource which has placement stories from four international students. The result is that the role-plays incorporate both the technical aspects of being a pharmacist and the need to communicate with diverse clients.


Example 3 Example 3 comes from a third-year music class, which featured a visit to the CEO of a recital hall. We wanted students to think about what they really wanted to ask this industry CEO, and to have questions ready in advance. We uploaded a “careers panel” resource which challenges students to write three questions and use these as their ticket to an industry events such as a guest lecture, careers fair, industry careers panel or site visit. Students are told that they need a ticket to get in!


Example 4 The final example included here concerns second-year engineering students whose class included a team-based assignment. We uploaded a resource which positions teamwork as a professional capability and prompts students to understand their strengths and their areas for development. They used this when forming their groups and they were referred back to it when problems arose.


Appendix O: Evaluation

Evaluation Report for Fellowship:

Embedding employABILITY thinking across higher education Background

The aim of this fellowship was to build upon a 2013 Strategic Commissioned Project and earlier 2010 ALTF Fellowship on developing graduate employability outcomes. The Fellowship attempted to identify strategies to overcome three key challenges for educators in improving outcomes for students by embedding curriculum specifically targeted to make explicit engagement of staff and students in this critical area. The three challenges included lack of time, lack of resources and lack of expertise. Evidence

This project is a prime example of the successful and broad ranging impact that can arise from a federally funded initiative. I was fortunate to not only be involved with this project as an independent evaluator, but also was involved with Professor Bennett from the original 2013 strategic commissioned project. Throughout this Fellowship, the Evaluator received all the LinkedIn updates, Advisory Group Updates and participated in the national and international workshops. The Evaluator found several key factors that contributed to the successful achievement of the aim and goals. These factors include:

Regular meetings of the project team with the Evaluator from the beginning of the project, which were well supported by project plan updates and reports on activities. This ensured that the team were provided formative feedback to further enhance the proposed project outcomes.

Project Manager allotted during the project lifecycle which assisted with project documentation and prioritising of team activities.

Active and sustained communications.

Strong project management, as demonstrated in appropriate documentation.

Individual check-ins meetings with the Project Lead and External Evaluator on regular touch points during the project.

The final report clearly outlines the short and long term impact from this Fellowship in addition to articulating the research methodology and processes. Project Management It has been documented that effective project management has the following elements:

Identifying requirements,

Establishing clear and achievable outcomes,

Balancing the competing demands for quality, scope, time and cost,

Managing the expectations of various stakeholders, and

Adapting plans to overcome challenges.


The strong leadership from Professor Dawn Bennett along with Pip Munckton as Project Manager were key factors in the success of this project. They both demonstrated strong professional and positive commitment and kept everything and everyone on track and followed a strong management methodology. There were a wide variety of activities and interactions with staff and students not only in Australia, but overseas as well that required strong project management and guidance. Achievement of Outcomes The key outputs were:

New resources located on Educator website including: 46 guides for staff and 52 resources for students

Over 8500 student users for the online tool and resources

Profile tool developed; data collected from over 4100 students

Engagement with 18 different higher education programs

Community of practice via LinkedIn with almost 750 members

464 students and 849 staff participated in workshops

3 edited books, 17 book chapters, 19 journal articles, 32 conference presentations/ workshops and 8 keynote addresses during the timeframe of the Fellowship

Summary The development of definitions of a range of terms for employability – known as employABILITY highlights the research and efforts of Professor Bennett. Dawn has invested years in improving outcomes for students and staff and should be considered highly successful in this domain. The brevity of this evaluation report is actually further evidence of the high quality and successful nature of this project. There is really nothing further to add except for commendations. The Fellowship activities ensured that a large and varied number of stakeholders were not only consulted in developing the findings, but were also engaged with the critical questions. On the whole it was a pleasure to work with this well led team that achieved not only its project outcomes but also extended impact in a number of areas. The relationships formed during this project will continue in the future as several have been in place since 2010. Independent Evaluator Professor Grace Lynch

embedding employa ility thinking across higher education

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